Differences between paper-based dictionaries and electronic dictionaries:
Nesi (1998) classifies dictionaries into two modes of presentation: paper-based dictionaries and computer-based dictionaries (also known as electronic dictionaries). The main difference between electronic dictionaries and paper-based dictionaries is not their information content but their retrieval system (Nesi, 2000). In a study presented by Zainab Saleh AlBulushy on E-dictionaries versus paper-based ones, she presented the main differences between both types. She used ten features to compare between the two types. These differences are presented below:
Feature Electronic dictionary Paper dictionary
Vocabulary Beyond 1 million words 300,000 max
Speech English and foreign No
Updates Manual, PC, and Internet No
Search/Search speed (average on 50 words) 2.1 sec 15.6 sec
Interactive Learning Functions Irregular Verbs, Idioms, Dialogs, Sentence Structure, Accent correction, Grammar No
Additional features Databank, reference book, voice recorder, calculator, MP3 No
Power supply 2-3AAA batteries No need
Size Average 6 x 3 x 1” 7 x 10 “
Weight Average 3-5 oz Average 15-25 oz
Mobility (1 to 10) 9 4
Many earlier studies discussed the use of E-dictionaries and paper-based dictionaries as a learning tool. In a study conducted by Anna Dziemianko (2010), she states that students who used E-dictionaries perform better than those who used paper-based ones. Those who support the use of E-dictionaries think that they are a better learning tool since its use affects students' withholding of meaning and gives higher chances for more effective recovery of learned words. (Dziemianko A. 2010).
Types of E- dictionaries:
There are a lot of classifications of diction...
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.../www.iatefl.org.pl/call/j_article7. htm#sob [2006, May 27]
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In addition, textbooks are heavy to carry around and it takes longer to find a page. Likewise with digital textbooks they are compatible with tablets, smartphones, and laptops; it’s much easier to carry around and affordable price. However, some people may argue that digital textbooks can be a distraction for people because they would not bother read anymore. The author and poet Dana Gioia argues that electronics alternatives may be a bad influence that will lead society to not read anymore. Gioia complicates matters further when she writes, “While no single activity is responsible for the decline in reading, the cumulative presence and availability of electronic alternatives increasingly have drawn Americans away from reading” (161). I think Gioia is mistaken because she overlooks on electronics being a bad influence; but doesn’t see the benefits of electronics. To demonstrate, most of my textbooks are digital, which I can easily carry my tablet around where ever I go. Also, I save more money on digital textbooks and are simple to annotated the text. Journalist Ellen Lee interview a student from Liberty University, and he states that he prefers digital textbooks because he can tap his iPad, opens the digital copy and quickly open the page. Nevertheless, he also like digital textbooks because it has a feature that allows to highlight and mark the
I was interested in finding out how teachers can help ELL students to develop this type of vocabulary and whether or not there is a highly effective technique that can benefit every student in class. As classroom teachers we need understand the unique needs of our ELLs. We need to understand that while they are just as capable as our native speakers, they are at a distinct disadvantage because of the amount of information they must process all at once that is in a language they do not fully understand. I have found that there are a number of ways that teachers can foster vocabulary growth in ELLs, I am going to focus on of the most effective: use of graphic organizers.
2 Delbridge, A., Bernard, J. R. L., Blair, D., Peters, P., Butler, S., Eds., The Macquarie Dictionary, Second Ed., Macquarie: Macquarie, 1995, p. 826.
...e into consideration the characteristics of young English language learners and their language development, the learning conditions that are most effective for these learners, and the kinds of instruction that best meet their needs.
To obtain a complete understanding of the word knowledge of students who are learning English, it is important their reading abilities (WTW, 2012). There are many ways to assess the reading abilities for ELL’s. For example, spelling inventories help explore the literacy knowledge of an ELL; however, the test should be first administered in their primary or first language. According to Words their way: Word Study for Phonics, Vocabulary, and Spelling instruction, “a spelling inventory in students’ spoken language can indicate their literacy levels in the primary language, and more specifically, show which orthographic features they already understand” (WTW, 2014). Bilingual learners rely on knowledge of their primary language to spell words in a second language (WTW, 2014). Teachers can also assess ELL’s reading comprehension through sequencing activity (Ada, 1990). For example, teachers can have ELL’s write individual sentences from the text on separate sheets of drawing paper; then read or have the students read each sentence and illustrate it (Ada, 1990). Teachers can also informally test students’ ability to sequence material from a story by printing sentences from a section of the story on paper strips, mix the strips; have students put them in order (Ada, 1990). According to Spanish-Language Children’s Literature in the Classroom, teachers should “read to newcomers every day” (Ada, 1990). Appropriate reading material for beginning English Language Learners (ELL) should include numerous illustrations that help clarify the text, story plots that are action-based, little text on each page, text that contains repetitive, predictable phrases, high-frequency vocabulary and useful words, text that employs simple sentence structures (Ada, 1990). When you read to beginning ESL students, be sure to make language comprehensible to them (Ada,
This tip also refers back to drawing boxes around different words, and McPhee refers to thesauruses as “dangerous” (4). “It goes on to tell you the differences all the way down to line----how each listed word differs from all the others” (McPhee 4). Though I concede that dictionaries are the first option to utilize, I still insist that a thesaurus is took into consideration as a backup after the dictionary to insure the best word choice.
We need the simple tools like the alphabet to be successful in life. Students are learning different by reading books off the the Net than a paperback book. In today's society people have stopped using paperback books as much, and have instead resulted to buying a e-reader or other devices that you can download books on. “the Internet has even worked its way into books themselves, in the form of e-readers. Some fear that this last refuge of immersive, linear thinking is also disappearing as e-books steadily gain in popularity, bringing immediate availability, distracting links, and possibly lower incentive for quality.”(The Shallows) A survey from pewresearch.org shows that 27% of Americans read an e-book in the past 12 months up from 17% in
Think about it, when was the last time you physically touched, or even witnessed the touching of, a physical dictionary? I myself can attest that although I am currently student in a high school with a perfectly functioning library, I have never come close the books within it. As a matter of fact the only reason I have ever ventured into that abandoned testament called "the library” is to print things for class. Why would I bother to go looking through a book when I can ask Google, Siri and Dictionary.com just about anything I need to know. More ...
English language learners are at different levels of proficiency. Listening, reading, verbal, and writing skills of ELLs will require a variety of instructional levels to meet their varied needs. Understanding the knowledge, skills, and abilities of the learners, will enable the teacher to develop lesson plans that meet and challenge the skill levels of each student. Writing is one of the most productive activities for ELLs (Saville-Troike, 2012). Writing is a common method for testing knowledge and is used frequently for academic
In the beginning of infancy to childhood, these children start their memory by following the system of sensory register to working memory and followed by long-term memory. By middle childhood, children increase their selectivity in their attention and work on improving their control of their attention and strategies. With this, children’s knowledge base expands because they gain more experience from inside and outside of home and school. When implementing “Tearing Into Vocabulary”, these students get the chance to come up with their own definitions and by putting vocabulary terms into their own words better increases their chances of using the words in the future and transfer the terms from working memory to long-term memory. Next, when the students work with their groups to piece together the vocabulary words with the definitions, it increases their memory by actually saying definitions out loud and effectively communicating with others and receiving others imputes and understandings. By receiving direct feedback from peers, it also influences the amount of information that is effectively stored in their long-term memory bank and forces them to focus their attention on to what their peers are suggesting. Implementing “Tearing Into Vocabulary” is a simple way to improve these middle childhood children’s long-term memory that stabilizes and expands the capacity of
This study used 40 academic staff at Anadolu University who were getting an intensive English course in order to take a proficiency exam. In addition, two intermediate-level classes were also used. There was an experimental group and a control group. The subjects were not assigned randomly. Each group had 20 examinees. The experimental group received visual stimuli and keywords, but the control groups only received vocabulary in a list form, and were asked to memorize them. Results from this research indicate that the keyword method is proved to be effective in recalling and comprehension performance. The findings also indicate this method is an effective method that is used to improve students’ vocabulary recall and
Is there an effect on using mnemonic memory or note organization on learning and memorizing medical terminology for high school students in Arabic schools who are transferring to English speaking Medical schools? The question rises from the fact that many students come to medical schools without learning the correct English terminology for certain classes. Hence it is important for them to be able to learn these medical terms. The previous articles do not highlight the importance of scientific terms as they only focus on common English vocabulary words. Furthermore, they do not use the mnemonic devices of note organization, as this is more applicable to my experiment in learning scientific vocabulary. The experiment will target those students who are entering the first year of their university similar to the experiment of Fatima Azimi Amoli and Alireza Karbalaei. The students will be split into two groups. One group will focus on using memory devices in order to develop their scientific vocabulary while the other group will use the note organization device to aid their scientific vocabulary. An exam will be given after a few weeks to analyze which mnemonic device was better for the students. It will create a better understanding of which device can actually aid students in order to ease their transition into medical school. The hypothesis in this experiment will be that students using note
Computers can be compared to a library, where information is really easy to locate and
Most of the time the Internet makes learning fun, unlike the plain fashion of the "almighty" textbook. Computers and other technology can also heighten the learning process by actively engaging students in the task of exploring data. Some students may be tempted to simply download information from the Internet that does not have anything to do with a particular subject that they were asked to research. This shows that the Internet may have a greater impact to education than to learn that information from a typical textbook. Since computers and the Internet have expanded the way with which
Syrja, R. C (2011). How to reach and teach English language learners: Practical strategies to ensure success. San Francisco: Jossey-Bass.