Το λεξικό στη διδακτική πράξη και στον εκπαιδευτικό σχεδιασμό

Abstract

Depsite the fact that the dictionary is a basic means of initiation into the process of continuous and autonomous learning, a valuable resource (for language learning among other things) and a useful tool in language teaching, there is still a lack of theoretical studies and empirical research of dictionary use in Greece, especially in educational practice. Hence, in this dissertation we undertook to investigate dictionary use from a theoretical and an empirical perspective. The thesis is composed of three parts. In the first, theoretical, part the importance of dictionary use at school is examined, based on the analysis of other research findings from the Greek and international bibliography concerning dictionary and its use. Thus, we try to demonstrate the argument on dictionary use in educational practice and to stress out the necessity of its use in the teaching and learning procedure and its incorporation in the educational planning. It is also pointed out that, because of various reasons (unrealistic planning, inadequate funds and infrastructure etc.), it has not yet been possible to produce a national dictionary of modern Greek. The second part (empirical) presents the findings of the questionnaire survey we conducted. The main aim of the research was, first, to investigate the views of primary school teachers and Greek language teachers in secondary schools regarding the measures that have/have not been taken by the state to institute dictionary use and dictionary teaching in education, and, second, to investigate teachers’ attitude towards the dictionary and its use. All the teachers in the study were employed in primary or secondary experimental schools, which are under the supervision of the Pedagogical Departments or the Faculties of Philosophy at universities. Finally, in the third part we introduce a teaching proposition, based on the elaboration of the various findings of the specific research and also on other pedagogical studies. In general, the present dissertation offers first-hand data, which reveal certain tendencies and provide some answers to fundamental questions concerning dictionary use, one of the least examined issues in Greek educational research. The ideas and the findings presented could be proved useful to other researchers, teachers and the officials responsible for the mapping out of the educational policy.