LEARNING STYLES AND STRATEGIES OF DICTIONARY USE FOR TEACHING PORTUGUESE

ABSTRACT This paper discusses, within the domain of learning styles, how so-called sensory preferences can guide strategies of dictionary use. It is based on previous literature that investigates sensory preferences, such as visual, auditory, kinesthetic, and tactile. The aim of the paper is to associate the main features of sensory preferences and their most common learning strategies to explicit guidelines that optimize dictionary use in teaching Portuguese for native or non-native speakers. The paper seeks to go beyond the consensus on the function and use of dictionaries, as attested in previous work, and argues that students and teachers should work outside their own ‘stylistic comfort zone’ and diversify strategies throughout the teaching and learning process. As a result, the paper presents guidelines for dictionary use that cover the choice of different formats (printed, electronic, and online dictionaries), searching methods that are consistent with each preference, and dictionary recommendations. In addition, the paper also highlights further applications of the Roadmap for evaluating dictionaries as an instrument to document lexicographic works that would be more consistent with certain aims of vocabulary and students’ learning styles.

摘要 本文立足于学习风格研究范畴，探讨所谓感官偏好对词典使用策略的指导作用。本研究基于现有针对感官偏好（涵盖视觉型、听觉型、动觉型与触觉型）的相关文献开展。本文的核心目标，是将感官偏好的核心特征及其主流学习策略，与面向母语者或非母语者的葡萄牙语教学中用于优化词典使用的明确指南建立关联。本文力求突破既往研究中关于词典功能与使用的既有共识，提出学生与教师应跳出自身的「风格舒适区」，在教与学的全过程中实现策略多元化。据此，本文提出了涵盖多载体词典选择（印刷版、电子词典与在线词典）、适配各类感官偏好的检索方法，以及词典推荐方案的词典使用指南。此外，本文还重点阐释了词典评估路线图（Roadmap for evaluating dictionaries）作为词典编纂成果备案工具的拓展应用场景，该工具可助力打造更贴合词汇教学目标与学生学习风格的词典编纂作品。