WHY DO STUDENTS OF BASIC EDUCATION EXPLOIT VERY LITTLE A LANGUAGE DICTIONARY?

Abstract

Do students of basic education know how to explore the resources of the dictionary? The purpose of this work is to answer this question, and to highlight as reasons that hinder learning in a potential or dictionary way as a source of research in the activities of reception and production of language. In response to the problem stated, this article points out three factors that determine the low use of the dictionary in the student's classroom, as reported in the analyzes of the study analyzed by Sabino Luiz (2019), a saber: (i) a proficiency deficiency lexicographic, (ii) the indiscriminate use of lexicographic material by the student and (iii) a vacancy for teaching mobilization in the face of didactic practices. In view of these findings of a bibliographic nature, he defends the need for pedagogical actions aimed at teaching and lexicographic education based on the principles of the theoretical framework of pedagogical lexicography (LP).