![]() ![]() Finally, computer-mediated lexicography brings new perspectives into the field of dictionary skills. In the field of pedagogical lexicography, researchers analyze how dictionaries are elaborated with the main aim of helping learners progress with their language learning process (Tarp 2011). Research has also been conducted regarding dictionary skills and how dictionary typology and dictionary micro- and macrostructure affect quality of consultation. The need for training in dictionary skills (regarding both teachers and learners) and the development and description of strategies on dictionary use is highlighted in the work of Chi ( 1998), Bishop ( 2000), Carduner ( 2003), Lew and Galas ( 2008), or Ranalli ( 2013) to mention just a few. ![]() ![]() The relationship between L1 dictionary skills and other language skills together with how dictionary use aids progress in self-teaching of different language skills is also examined, for instance, in Beech ( 2004). Dictionary skills are primarily studied in relation to the work of Foreign Language students while developing tasks in receptive skills (Scholfield 1982, 1999 Tono 2001), productive skills (Bishop 2000, Rundell 1999), receptive and productive skills (Tono 2000), translating (Atkins and Varantola 1998 Sánchez Ramos 2007), assessment (Tono 1988 East 2008), or reference and information needs (White et al. Research on dictionary skills in the following decades has focused on a number of different areas. Hartmann ( 1987) provides a detailed description of research carried out on this issue up to 1987. 117) define reference skills as “the abilities required on the part of the dictionary user to find the information being sought.” These abilities have been studied by different authors in the past decades. Several dimensions for assessing dictionary skills are considered. Research on the use of dictionary skills in different countries and under several situations as well as responding to different reference needs can only be systematized if dictionary skill assessment is carried out under the same general assessment criteria. Recommendations, national reports, and thematic reports from the TNP sub-project 9: dictionaries, 1999) and Lew’s (Electronic lexicography in the 21st century: thinking outside the paper, 2013a) stages of dictionary use skills, it suggests that assessing dictionary skills is necessary if we want to study and analyze these skills in dictionary users under a common framework. Drawing on Nesi’s (Dictionaries in language learning. It advocates for the integration of these skills in the language teaching and assessment cycle in a systematic way. This article discusses the role of dictionary skills in language learning as part of professional reference skills and as life-long language learning skills. ![]()
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