Con el objetivo de contribuir al desarrollo de las estrategias de búsqueda lexicográfica de los estudiantes de español LE/L2, se realizó un estudio empírico para averiguar el uso concreto de recursos lexicográficos por parte tanto de profesores como de estudiantes. Con tal finalidad se observaron y anotaron los recursos usados, el orden de consulta y también las estrategias aplicadas por ambos grupos al realizar una traducción técnica del alemán al español. El análisis de los datos revela que existen pocas diferencias entre las estrategias de ambos grupos de usuarios: si bien los estudiantes realizan un mayor número de consultas y usan más recursos, no necesitan más tiempo que los profesores y además llegan a resultados similares respecto a la corrección de las traducciones. Todo ello apunta a que, antes de entrenar a los estudiantes de ELE en el manejo de recursos lexicográficos, es necesario capacitar al profesorado en su uso.

<p>In our ever more international world, the English language plays an important role. This is</p><p>also reflected in its prominent position as a core subject in the Swedish school system. It is</p><p>therefore important that English teachers offer students an environment in which they have</p><p>the best possible opportunities to be successful in reaching the goals specified in the</p><p>syllabuses. One variable in a successful foreign language classroom is the teacher's usage</p><p>ofthe target language.</p><p>This study is about English teachers' views on the issue of target language usage in the</p><p>classroom, versus usage of the mother tongue. In this study, at Upper Secondary level, the</p><p>interviews show that the teachers are, more or less, in agreement that the target language</p><p>should be used all the time in the classroom. There are, however, occasions in which the</p><p>interviewed teachers do not work according to their own beliefs and methods and revert to</p><p>using Swedish. The main such occasions can briefly be said to be: explanation of grammar,</p><p>non-subject related "mentor's issues" and classroom management issues. In addition, this</p><p>study argues that the governing documents, previous research, as well as well-known</p><p>theories on the subject support a high usage of the target language by the teacher.</p>

In our ever more international world, the English language plays an important role. This is also reflected in its prominent position as a core subject in the Swedish school system. It is therefore important that English teachers offer students an environment in which they have the best possible opportunities to be successful in reaching the goals specified in the syllabuses. One variable in a successful foreign language classroom is the teacher's usage ofthe target language. This study is about English teachers' views on the issue of target language usage in the classroom, versus usage of the mother tongue. In this study, at Upper Secondary level, the interviews show that the teachers are, more or less, in agreement that the target language should be used all the time in the classroom. There are, however, occasions in which the interviewed teachers do not work according to their own beliefs and methods and revert to using Swedish. The main such occasions can briefly be said to be: explanation of grammar, non-subject related "mentor's issues" and classroom management issues. In addition, this study argues that the governing documents, previous research, as well as well-known theories on the subject support a high usage of the target language by the teacher.