Review of Research on Language Learners' Use E-Dictionaries
It is commonly known that using dictionaries is significant for language learners. Almuzainy (2005) pointed out that foreign language learners use dictionaries for decoding activities such as reading, listening, and translating from L2 into L1; for encoding activities such as writing, speaking, and translating from L1 to L2; and for learning in general. Dictionaries can be classified into paper dictionaries and electronic dictionaries. Nesi (2000) noted that “electronic dictionaries are distinguished from paper-based dictionaries in the system of retrieval of information” (p. 839). Nesi defined electronic dictionaries as those with “reference material stored in electronic form that give information about the spelling, meaning, or use of words” (p. 839).
Recently, many researchers have reported that language learners prefer using electronic dictionaries over printed ones. For example, Boonmoh (2010) found that 56% of Thia EFL learners prefer pocket electronic dictionaries. Catalano (1996) described electronic dictionaries as “a valuable tool in the quest for knowledge” (as cited in Dziemianko, 2010, p. 258). According to Chen (2010), the gradual introduction of electronic dictionaries has changed users’ choices and behaviors regarding dictionaries. Moreover, all around the world, lexicographers, researchers, and language teachers have become interested in electronic dictionaries. Dziemianko (2010) asserted that electronic dictionaries should be used by teachers in the classroom because they can improve the vocabulary acquisition of the students and encourage students to use vocabulary extensively.
However, Boonmoh (2010) indicated that some language teachers encourage s...
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Pastor, V., & Alcina, A. (2010). Search Techniques in Electronic Dictionaries: A Classification for Translators. International Journal Of Lexicography, 23(3), 307-354.
Schryver, D. G. M. (2003). Lexicographers' dreams in the electronic-dictionary age . International Journal of Lexicography, 16 (2) , pp. 143-199.
Yuzhen, Chen. (2010). Dictionary Use and EFL Learning. A Contrastive Study of Pocket Electronic Dictionaries and Paper Dictionaries. International Journal Of Lexicography, 23(3), 275-306.
Zarei, A., A. & Gujjar, J., A. (2012) The contribution of electronic and paper dictionaries to Iranian EFL learner's vocabulary learning. International J. Soc. Sci. & Education 2 (4). 628-634.
Being a writer and reader, I love words-not only what they mean, but also how they sound. So I rely on my trusty Webster's New Universal Unabridged. It's over four inches thick and chock-full of tens of thousands of glorious words. Some people have trouble with dictionaries because they can't spell the words they're looking for. Me, I just get lost.
The Web. The Web. 28 Nov. 2014. Daniels, Harvey A., and Urbana, IL. National Council of Teachers of English.
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.
I chose this article because the title interested me and after reading the first few lines I wanted to know more. Currently in my computer class I have a few students who are EL. I there I am trying to introduce to them new vocabulary, while also teaching him how to use Microsoft PowerPoint, Microsoft Word and the content knowledge. The classroom setting is changing now days and to understand best practices with our ELL is a growing priority. This article if understood correctly could help me better serve my students and become a better educator. Words for English- Language Learners by Andrew Biemiller argues that ELL students and native-English learners learn in a similar way. The other argument is that it is easy to find the words that are
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.
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
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 ...
... middle of paper ... ... 14 Nov 2011.. http://web.ebscohost.com/lrc/detail?vid=4&hid=110&sid=fef50b1c-4aba-40fd-83b1- 583a32991f55@sessionmgr110&bdata=JnNpdGU9bHJjLWxpdmU=> Edrich, Matthias. The.
To accomplish vocabulary development, before reading the teacher needs to instruct their students on any prerequisites that they need to understand to interpret the text appropriately. This means the teacher has to pull out the most important words as well as those that may be too difficult for the stud...
...ns. I know the students will have to hear how that word is used several times before remembering it, whether it’s heard at home or school. Even though these are 1st graders, I would introduce the dictionary to them and explain that it contains meanings of words in it. I would chose two vocabulary words a week for them to learn out of the book I would read to them for that week. I would also provide them with worksheets and have them to write short sentences with the words to help them learn the meaning of the word.
Soanes, C; Stevenson, Angus ( 2004 ) Concise Oxford English Dictionary. New York, USA: Oxford University Press
Oxford University Press developed criteria for including words in the dictionary, they called it corpus which is a database contains 'a collection of texts of written or spoken language presented in electronic form' (Anon, 2017). Corpus help lexicographers to decide if new words will include in the dictionary or not. Corpus contains 2.5 million words of the 21st century, and editors update corpus every three months. This process mainly based on three stages: reading, recording, 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
8. Simpson, J. A., & Weiner, E. S. (1989). The Oxford English dictionary (2nd ed.). Oxford: Clarendon Press ;.
Since general learner dictionaries may not provide enough information on semi-fixed expressions, learners' errors in this case are expected to increase, (Hunt, 1997:177). McCarthy (1990 in Hunt, 1997) maintains that when students produce errors like John rescued my life, those dictionaries' entries often do not state clearly that it is preferable to say or write John saved my life, to prevent learners from committing this error. However, it may be unreasonable to expect general learners' dictionaries to cover comprehensively many learners' errors. Such information may be better placed in specialized learners' dictionaries which focus on common errors for a special language group such as with Japanese learners or Arab learners. This would be effective especially when the error is due to literal translation. On the other hand, if certain learners' errors such as rescued my l...