LEADER 03718nam 2200577 450 001 9910464301403321 005 20200520144314.0 010 $a3-11-091880-3 024 7 $a10.1515/9783110918809 035 $a(CKB)3360000000513724 035 $a(MiAaPQ)EBC5049007 035 $a(DE-B1597)46355 035 $a(OCoLC)979955637 035 $a(DE-B1597)9783110918809 035 $a(Au-PeEL)EBL5049007 035 $a(CaPaEBR)ebr11604773 035 $a(OCoLC)1051137358 035 $a(EXLCZ)993360000000513724 100 $a20180921d2004 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDictionary look-up strategies and the bilingualised learner's dictionary $ea think-aloud study /$fJenny Thumb 205 $aReprint 2016 210 1$aTu?bingen :$cMax Niemeyer Verlag,$d[2004] 210 4$dİ2004 215 $a1 online resource (ix, 125 pages) 225 0 $aLexicographica. Series Maior ;$v117 311 $a3-484-39117-0 327 $tFrontmatter -- $tTable of Contents -- $tList of Tables. List of Appendices -- $tNotes on Transcription and Translation -- $t1. Introduction -- $t2. Literature Review -- $t3. Research Methodology -- $t4. Coding Scheme -- $t5. Dictionary Look-up Strategies -- $t6. Using Bilingualised Entries -- $t7. Strategy Users -- $t8. Conclusion -- $tReferences -- $tAppendices 330 $aThe research has provided insights into the area of look-up behaviour, in particular, look-up strategies. A coding scheme of 51 executive, cognitive and metacognitive operations has been derived from the think-aloud data. On the basis of the codes, seven types of strategies were identified: Ignoring, Assuming, Minimizing, Checking, Paraphrasing, Stretching, and Maximizing. The results also indicated that the look-up strategies preferred one part (either L1 translation equivalents or L2 definitions) rather than both parts (L1 translation equivalents and L2 definitions) of the bilingualised entries. Four other factors i.e. language preference, language proficiency, target words and L2 definitions could also influence the use of the bilingualised entries in various degrees. Learners were shown to have common as well as different patterns of strategy use. Most learners attempted a variety of strategies while one learner repeatedly utilized one type of strategy. The frequency of strategy use for individual learners usually fluctuated when different types of strategies were used. Although a wide variety of strategies were used, not every strategy was used frequently. The most frequently used strategy was maximizing, which was used in 112 look-ups out of a total of 264. It appears that the learners repeatedly used strategies they are familiar with or they think are effective, and do not spontaneously try other strategies that they may know and that may be effective. 606 $aEnglish language$xLexicography 606 $aEducation, Bilingual$zChina$zHong Kong 606 $aEnglish language$xStudy and teaching$xForeign speakers 606 $aEnglish language$xStudy and teaching$zChina$zHong Kong 608 $aElectronic books. 615 0$aEnglish language$xLexicography. 615 0$aEducation, Bilingual 615 0$aEnglish language$xStudy and teaching$xForeign speakers. 615 0$aEnglish language$xStudy and teaching 676 $a423/.028 700 $aThumb$b Jenny$01055039 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910464301403321 996 $aDictionary look-up strategies and the bilingualised learner's dictionary$92488109 997 $aUNINA LEADER 03836nam 2200517 450 001 9910815876403321 005 20230809233544.0 010 $a1-118-68915-1 010 $a1-118-68916-X 010 $a1-118-68919-4 035 $a(CKB)4330000000006781 035 $a(Au-PeEL)EBL4838305 035 $a(CaPaEBR)ebr11371477 035 $a(CaONFJC)MIL1005553 035 $a(OCoLC)981912134 035 $a(MiAaPQ)EBC4838305 035 $a(EXLCZ)994330000000006781 100 $a20170426h20172017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aForensic science education and training $ea tool-kit for lecturers and practitioner trainers /$fedited by Anna Williams, John Cassella, Peter D. Maskell 210 1$aHoboken, New Jersey :$cWiley,$d2017. 210 4$dİ2017 215 $a1 online resource (353 pages) 300 $aIncludes index. 311 $a1-118-68923-2 327 $aMachine generated contents note: Foreword Brian Rankin Chapter 1: Forensic Science Education - The Past and the Present In and Out of The Classroom John Cassella Chapter 2: Forensic Anthropology Teaching Practice Anna Williams Chapter 3: Considerations in using a Crime Scene House Facility for teaching and Learning David Rogers Chapter 4: Taphonomy Facilities as Teaching Aids Peter Cross and Anna Williams Chapter 5: Forensic Fire Investigation Richard Price Chapter 6: Digital Forensics Education Chris Hargreaves Chapter 7: A Strategy for Teaching Forensic Investigation with Limited Resources Janice Kennedy Chapter 8: Improving the PhD through provision of skills training for postgraduate researchers Ben Jones Chapter 9: Educational forensic e-gaming as effective learning environments for Higher Education students Jamie Pringle, Luke Bracegirdle and Jackie Potter Chapter 10: Virtual Anatomy Teaching Aids Kris Thompson and Anna Williams Chapter 11: Online Teaching Aids Anna-Maria Muller, L Taylor and Anna Williams Chapter 12: Simulation, immersive gameplay and virtual realities in Forensic Science Education Karl Harrison and Colleen Morgan Chapter 13: Training Forensic Practitioners In DNA Profiling Sue Carney Chapter 14: The Forensic Investigation of Sexual Offences: Practitioner Course Design and Delivery Sue Carney Chapter 15: The Use of High Fidelity Simulations in Emergency Management Training Graham Braithwaite Chapter 16: Police training in the 21st Century Mark Roycroft Chapter 17: The Design and Implementation of Multiple Choice Questions (MCQs) in Forensic Science Assessment Claire Gwinnett Chapter 18: The Future of Forensic Science Education John Cassella, Anna Williams and Peter D Maskell. 330 $a"A comprehensive and innovative guide to teaching, learning and assessment in forensic science education and practitioner training Includes student exercises for mock crime scene and disaster scenarios Addresses innovative teaching methods including apps and e-gaming Discusses existing and proposed teaching methods"--$cProvided by publisher. 330 $a"The book discusses existing and proposed methods for teaching theory, combined with hands-on practical exercises, and evaluates the current methodologies for assessing student and practitioner competencies"--$cProvided by publisher. 606 $aForensic sciences$xStudy and teaching (Higher)$zGreat Britain 615 0$aForensic sciences$xStudy and teaching (Higher) 676 $a363.25 686 $aMED030000$2bisacsh 702 $aWilliams$b Anna 702 $aCassella$b John 702 $aMaskell$b Peter D. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910815876403321 996 $aForensic science education and training$94015667 997 $aUNINA