A bilingual glossary for IELTS band 5
A thematic, bilingual glossary was used in an International English Language Testing System (IELTS) course at Politecnico di Torino, Italy. This paper reports on an evaluation performed on this glossary with the objective of determining its validity as a learning tool, as well as its usefulness in h...
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| Tipo de documento: | Artigo |
| Estado: | Published version |
| Data de publicação: | 2009 |
| País: | España |
| Recursos: | Universidad de Sevilla (US) |
| Repositório: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/34210 |
| Acesso em linha: | http://hdl.handle.net/11441/34210 |
| Nível de acesso: | Acesso aberto |
| Palavra-chave: | Word lists Bilingual word pairs IELTS Decontextualized vocabulary learning Listas de palabras Parejas bilingües de palabras Aprendizaje decontextualizado del léxico |
| Resumo: | A thematic, bilingual glossary was used in an International English Language Testing System (IELTS) course at Politecnico di Torino, Italy. This paper reports on an evaluation performed on this glossary with the objective of determining its validity as a learning tool, as well as its usefulness in helping students pass IELTS at the required band mark. An overview of the literature on the subject of word lists, list-learning and bilingual pair vocabulary learning, together with a critical discussion of the glossary allows positive conclusions to be reached regarding the glossary’s validity. However, the difficulty of ascertaining any tangible influence of the glossary in students’ exam results reveals that the second objective of the evaluation may have been too ambitious. This paper pleads in favor of decontextualized vocabulary learning and the use of bilingual word pairs in SLA theory and English language teaching. |
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