Dictionary use in secondary-school classics education in the Netherlands is problematic and an important cause of poor translations and text comprehension. Research on the topic is scarce and dictionary training plays a marginal role in the classics teaching practice. This explorative, qualitative think-aloud study examines which dictionary activities lead to success. We observed excellent secondary-school students while they were translating an Ancient Greek text. A feedback loop model, characterised as a slow process of constant verification, is used to analyse their dictionary behaviour. The findings show that successful dictionary activities depend on moving back and forth between text and dictionary, while the students reduce the cognitive load by activating schemata. Performing informed searches and using their fingers or the ribbon bookmark facilitate this process. In addition, closely monitoring the process with a critical mind, and linguistic reflection using appropriate metalanguage seem crucial.

中文翻译：

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如何保持循环。古希腊语优秀中学生词典使用的大声思考研究

荷兰中学经典教育中的词典使用存在问题，也是导致翻译和文本理解不佳的重要原因。课题研究稀缺，词典训练在经典教学实践中发挥着边缘作用。这项探索性的、定性的大声思考研究检查了哪些字典活动会导致成功。我们在翻译古希腊文本时观察到优秀的中学生。反馈循环模型，其特点是不断验证的缓慢过程，用于分析他们的字典行为。研究结果表明，成功的词典活动取决于在文本和词典之间来回移动，而学生通过激活图式来减少认知负荷。执行知情搜索并使用他们的手指或功能区书签有助于此过程。此外，以批判性思维密切监控过程，并使用适当的元语言进行语言反思似乎至关重要。