University Prep-school EFL Learners’ Dictionary Ownership and Preferences

Şevik, Mustafa

doi:10.1016/j.sbspro.2014.12.080

Cited by 9 publications

(13 citation statements)

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“…However, while 20 participants (36%) said that they made use of offline electronic dictionaries, 35 of them (64%) reported no use. The 100% use of online dictionaries overlaps with the the emphasis put on electronic dictionaries by Bower and McMillan (2006), Chatzidimou (2007), Boonmoh (2010), Zarei and Gujjar (2012), Dashtestani (2013), Şevik (2014), andWeschler (2000). However, the online dimension comes to the fore at this point.…”

Section: Udes 2015mentioning

confidence: 91%

“…Bensoussan, Sim, & Weiss, 1984;Laufer, 1990;Luppescu & Day, 1993;Tseng, 2009;Ezza & Saadeh, 2011;Şevik, 2014). Likewise, Asher (1999: 66) regards the use of dictionaries as a "gateway to independent learning."…”

Section: International Journal Of Languages' Education and Teachingmentioning

confidence: 99%

“…Likewise, according to Horsfall (1997:7), "one of the most useful dictionary skills is to know when not to use a dictionary." There are several studies in which the researchers conclude that a considerable number of second/foreign language learners cannot use dictionaries effectively enough (Chan, 2005;Tseng, 2009;Ali, 2012;Şevik, 2014). In their study with 89 EFL/ESL students Nesi and Haill (2002: 282) divide look-up problems encountered during the use of paper dictionaries while doing reading assignments into five categories:…”

Section: Udes 2015mentioning

confidence: 99%

“…Similarly, according to the results yielded by the study of Şevik (2014) 51% of the respondents think that they can use dictionaries effectively while the other 49% think they cannot or are undecided. In addition they are other studies which report more negative results concerning the effective use of dictionaries by EFL learners (Nesi and Haill, 2002;Chan, 2005;Tseng, 2009;Ali, 2012;Şevik, 2014). Thus, it becomes clear that students need a well-structured training on how to use different types of dictionaries effectively.…”

Section: Research Question 5: Do They Think They Know How To Use Dictmentioning

confidence: 99%

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Exploring the Dictionary Preferences of Prospective English Language Teachers

Yaman¹

2015

ijlet

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Dictionaries are among the most commonly employed materials in the foreign language learning process. Different types of them like monolingual, bilingual, collocation, and thesaurus dictionaries in both printed and electronic forms are at the disposal of learners to help them with lexical problems. As each type holds different characteristics, the dictionary use patterns are shaped in accordance with the specific needs and expectations of learners. This study aims to find out some details on prospective English language teachers' dictionary preferences during their struggle to develop foreign language skills. The study was conducted with the participation of 55 freshman students taking the "Word Skills Course" in the English Language Teaching (ELT) Program at Ondokuz Mayıs University. The data were collected through a written questionnaire which consists of five multiple choice and six short openended questions. The findings yielded by the numerical and qualitative analyses indicate that all of the participants somehow utilize dictionaries (an average possession of 2 printed dictionaries per student) and think that dictionary use is an indispensable part of language learning. However, they are not entirely sure of whether they employ dictionaries effectively or not. Almost half of the participants (42%) think that they cannot use dictionaries effectively. As for the dictionary types, the majority of the participants (58%) prefer printed monolingual dictionaries. In the light of the findings we suggest that ELT students' awareness and knowledge as to the available different types of dictionaries should be raised through informative elaborations on their distinguishing functions; and their skills for the effective use of dictionaries should be consolidated through regular instructor-guided practices on dictionary use within and outside the classroom.

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Section: Udes 2015mentioning

confidence: 91%

Section: International Journal Of Languages' Education and Teachingmentioning

confidence: 99%

Section: Udes 2015mentioning

confidence: 99%

Section: Research Question 5: Do They Think They Know How To Use Dictmentioning

confidence: 99%

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Exploring the Dictionary Preferences of Prospective English Language Teachers

Yaman¹

2015

ijlet

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“…Sevik, 2014). The survey reported by Jin and Deifell (2013) showed that 87.5% of learners of foreign languages used e-dictionaries, and the percentage of e-dictionary users is expected to increase, given the rate of dictionary technology advancement.…”

Section: Introductionmentioning

confidence: 99%

Usage and efficacy of electronic dictionaries for a language without word boundaries

Toyoda

2016

eurocall

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There is cumulative evidence suggesting that hyper-glossing facilitates lower-level processing and enhances reading comprehension. There are plentiful studies on electronic dictionaries for English. However, research on e-dictionaries for languages with no boundaries between words is still scarce. The main aim for the current study is to investigate the usage and efficacy of e-dictionaries for Japanese language learners. This article reports the results of two studies concerning e-dictionaries: a survey study investigating the use of e-dictionaries (with a particular focus on e-glossaries that change a digital text into a hypertext) by L2 learners of Japanese, and a comparative study examining existing e-glossaries to evaluate whether they provide the optimal level of support for reading Japanese e-texts. The results of the survey showed that learners have their preferred e-dictionaries (in most cases, e-word dictionaries in which the user can look up individual words), and that few learners are aware of the existence of e-glossaries. The results of further study revealed that existing e-glossaries have various functions, but lack some requisite information crucial to the target language. This study suggests that technical issues revolving around the lack of spaces between words may be a reason for the lag in usage and efficacy of e-glossaries for languages without word boundaries.

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Metaphor Information in <italic>Macmillan English Dictionary for Advanced Learners</italic>: Presentation & Effectiveness

Chen

Wei

2015

International Journal of Lexicography

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University Prep-school EFL Learners’ Dictionary Ownership and Preferences

Cited by 9 publications

References 9 publications

Exploring the Dictionary Preferences of Prospective English Language Teachers

Exploring the Dictionary Preferences of Prospective English Language Teachers

Usage and efficacy of electronic dictionaries for a language without word boundaries

Metaphor Information in <italic>Macmillan English Dictionary for Advanced Learners</italic>: Presentation & Effectiveness

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University Prep-school EFL Learners’ Dictionary Ownership and Preferences

Cited by 9 publications

References 9 publications

Exploring the Dictionary Preferences of Prospective English Language Teachers

Exploring the Dictionary Preferences of Prospective English Language Teachers

Usage and efficacy of electronic dictionaries for a language without word boundaries

Metaphor Information in <italic>Macmillan English Dictionary for Advanced Learners</italic>: Presentation &amp; Effectiveness

Contact Info

Product

Resources

About

Metaphor Information in <italic>Macmillan English Dictionary for Advanced Learners</italic>: Presentation & Effectiveness