Learning another language has always been a challenge, but it may be easier thanks to a new book by Faculty of Education lecturer Dr Martin East from the School of Arts, Languages and Literacies. Dictionary Use in Foreign Language Writing Exams: Impact and Implications provides an in-depth analysis of what happens when intermediate language learners of a foreign language use a bilingual dictionary when writing. The use of support resources in writing assessment has become a major issue for New Zealand teachers with the introduction of a new internal component of NCEA called ‘writing with resources’ which enables students to use support resources such as dictionaries and textbooks.
Dictionaries are frequently promoted to people learning a foreign language. However teachers often talk about their students’ inability to use dictionaries properly - especially when they write. Martin asks ‘Does a dictionary really make a difference?’ and how can using one in exams be both useful and fair? This book paints a comprehensive picture of the differences a dictionary makes and brings out the implications for language learning, teaching and testing practices.
It draws on research in which New Zealand participants in three studies took writing tests in two test conditions - with and without a dictionary. They were asked what they thought of the two tests, and their performances and opinions were analysed.
The release of this book is timely, as from 2010 there will be a new curriculum requirement that all students in Years 7-10 should be offered the opportunity to learn another language. Team Solutions at the Faculty of Education is presently involved in helping schools prepare for this change to the curriculum, and Martin is playing his part through teaching and co-ordination of courses within the Faculty for current and intending teachers of languages.
According to Martin, who has many years experience in teaching French and German in secondary schools, increasing opportunities to learn another language for students in this younger age group will help to challenge misguided ideas.
"Some of our big challenges are that students often believe that learning a language other than English is difficult, and that it isn’t very important - because in their perception everyone else in the world speaks English. So this new initiative is a positive one."
