This paper reports on research into teachers' perceptions of the impact of using a bilingual learner's dictionary. The research, a perceptions of impact study conducted in South Africa from March 2016 to February 2019, investigates the perceptions of teachers on the impact of the dictionary on themselves as teachers, and their perceptions of the dictionary's impact on their pupils. The findings show that teachers perceived dictionary use to have positive impacts on both the language production and language reception skills of pupils in their L2, in line with other studies. However, they also show unexpected teacher perceptions of impacts on content subjects, L1, teaching itself, and attitudes and behaviours (here called the socio-emotional), especially with regard to learning or teaching. The paper situates this research in the literature on dictionary use for production and reception in language learning, and of impact evaluation, as well as highlighting relevant aspects of the South African education system, particularly the use of English as a language of learning and teaching from an early stage. The dictionary in this study was the Oxford Bilingual School Dictionary: isiXhosa and English (De Schryver and Reynolds 2014).

中文翻译：

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双语学习者词典的感知影响

本文报告了对教师对使用双语学习者词典的影响的看法的研究。这项研究是 2016 年 3 月至 2019 年 2 月在南非进行的影响认知研究，调查了教师对字典对自己作为教师的影响的看法，以及他们对字典对学生影响的看法。研究结果表明，与其他研究一致，教师认为字典的使用对二语学生的语言生产和语言接收技能都有积极影响。然而，它们也显示出教师对内容科目、L1、教学本身以及态度和行为（这里称为社会情感）的影响的意想不到的看法，尤其是在学习或教学方面。本文将这项研究置于关于在语言学习中使用字典进行生产和接收以及影响评估的文献中，并强调了南非教育系统的相关方面，特别是使用英语作为学习和教学的语言一个早期阶段。本研究中的词典是牛津双语学校词典：isiXhosa 和英语（De Schryver 和 Reynolds 2014）。