Ordbokbruk i engelskundervisningen – fra norske lærerstudenters og lærerutdanneres perspektiv

Abstract

This article presents an investigation of the use of dictionaries (both paper and electronic versions) as part of the teaching of English as a foreign language (EFL) in Norway, based on a questionnaire distributed to students in different teacher education programs. In addition, several teacher educators responded to a question about the focus on dictionary use in teacher education. Despite the removal of specific dictionary aims in the present national curricula, a majority of the informants want to include dictionary use in EFL teaching. However, the study also confirms varied aspects of knowledge, choice and attitudes related to dictionary use and teaching.