Assessing the Effectiveness of Monolingual, Bilingual, and “Bilingualised” Dictionaries in the Comprehension and Production of New Words (original) (raw)
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Assessing the effectiveness of monolingual, bilingual and 'biligualised' dictionaries
The Modern Language Journal 81/2: 189-196., 1997
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EURALEX 1994, eds. W. Martin et al. Amsterdam. pp. 565-576., 1994
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. . Wiley and National Federation of Modern Language Teachers Associations are collaborating with JSTOR to digitize, preserve and extend access to The Modern Language Journal.
Issues in Language Studies
This study investigated the effect of dictionary use on the vocabulary learning strategies used by elementary level EFL learners. Seventy-five female EFL learners were randomly assigned to one of three groups (25 members each): the monolingual dictionary, the bilingual dictionary, and the bilingualised dictionary groups. Students' responses on the vocabulary learning strategies were collected through a questionnaire which dealt with the vocabulary learning strategies the participants used to understand each target item in a reading passage selected based on readability formula. The results of Chi-square analysis indicated that the participants in the bilingual group consulted their dictionaries more frequently to solve their lexical problems than those in the monolingual and the bilingualised dictionary groups. The bilingualised group reported the least use of other strategies (e.g., analysing morphemes, and using cognates), while guessing was rarely reported by the bilingualise...
THE USAGE OF MONOLINGUAL AND BILINGUAL DICTIONARİES IN THE EFL CONTEXT
III International Scientific Conference of Young Researchers, 2019
It is nearly impossible to imagine the process of learning a new language without the usage of dictionaries. The purpose of the following study is to examine the usage of monolingual and bilingual dictionaries while learning English as a foreign language in Baku, Azerbaijan. The study was conducted among 52 undergraduate English-major students from one of the universities situated in Baku, and the participants were asked to complete a survey consisting of both close and open-ended questions, where they could reflect and explain their ideas on the usage of dictionaries in the EFL context. The study revealed that although most of the students preferred monolingual dictionaries, a number of students find bilingual ones more useful due to several reasons.
Bilingualised dictionaries: how learners really use them.
System 25/3: 361-369, 1997
Bilingualised dictionaries contain the monolingual information about a word and its translation into the learner's mother tongue. But what part of the entry do learners read when they look up an unfamiliar word: the monolingual, the bilingual, or both? This was the research question of the study. Seventy EFL learners, native speakers of Hebrew participated in the experiment. The test items were 15 unfamiliar low frequency words (10 targets, 5 distractors). These were presented in their bilingualised form, with the monolingual information and the translation. But in the case of the target items, a mismatch between the English and the Hebrew parts of the entry was built in. In five items, the English part of the entry was wrong, in the other five---the Hebrew. The five distractors were given with the correct entries. The subjects were given a multiple choice test in which they were asked to mark the correct meaning or meanings of the target items. Two responses on each test item corresponded to the Hebrew part, two to the English part. One response of each two was an exact equivalent, the other an approximate one. Learners' responses were divided into Hebrew-motivated, English-motivated, English-and Hebrew-motivated. Each learner was classified by his favourite look-up pattern, whether it was using one specific language, or different languages for different words, or both languages for the same words. The results show the distribution of the different look-up patterns and the differences between them. On the basis of these, we argue that the bilingualised dictionary is very effective as it is compatible with all types of individual preferences.
The Bilingual Dictionary and Foreign Language Learning: Facts and Opinions
Porta Linguarum
Despite the eminently communicative approaches to FL, learners still feel the need to have almost immediate access to the meaning or form of foreign words. With this premise in mind, we have conducted the present study on the bilingual dictionary, being our goal twofold. Firstly, we compare the task where the dictionary is required with other three tasks where it is not used. Then, the results of the dictionary task are compared to the participants' opinion about the dictionary. Results suggest that the use of the dictionary is not as efficient as expected. Yet, a positive attitude towards this tool prevails among the best performers. Diccionarios bilingües y aprendizaje de lengua extranjera: hechos y opiniones RESUMEN: A pesar del enfoque eminentemente comunicativo que impera en el apren-dizaje de lenguas, los estudiantes siguen teniendo esa necesidad de acceder de manera casi inmediata a la forma o significado de las palabras en una segunda lengua. Bajo esta premisa se ha llev...
A case for bilingual learners' dictionaries
This article makes a case for bilingual learners' dictionaries. These dictionaries are very different from traditional bilingual dictionaries, being attuned to the productive needs of learners who are speakers of a specific L1. Although they have been around for some time now, teachers of English remain largely unaware of their benefits (or, possibly, their existence), continuing to promote the one-size-fits-all monolingual English learners' dictionaries (MELDs) as the best choice for their students. As practising lexicographers, we cannot fail to appreciate the excellence of the leading MELDs, but, as we try to show, there are important respects in which even the best monolingual dictionary cannot assist a foreign language learner. We also explain why bilingualized dictionaries (adaptations of MELDs) are not a viable alternative to custom-designed bilingual learners' dictionaries when it comes to helping students speak or write in English. Our arguments are illustrated by sample entries taken from dictionaries for speakers of Japanese, Polish, and Portuguese learning English; some more examples of bilingual learners' dictionaries for speakers of different languages are given in the Appendix. Dictionaries play a vital role in language learning and teaching, not least because they promote learner autonomy. Since asking the (human) teacher is not always an option, a well-chosen dictionary may well be the next best thing when it comes to tackling lexical problems encountered in the process of language learning. The ability to solve such problems quickly is generally believed to be the primary advantage of using dictionaries. Surveys show that when selecting their dictionaries, learners tend to rely on the recommendations of their teachers, who more often than not recommend monolingual English learners' dictionaries (MELDs) (for example Béjoint 1981; Ryu 2006). Yet teachers of English have often been confused about the actual strengths and weaknesses of the different types of dictionaries available. For quite some time, the dominant orthodoxy was to push learners to use monolingual dictionaries as early as possible, in an attempt to entirely eliminate their L1 from the learning process, a view which has increasingly been questioned (Hall and Cook 2012; Augustyn 2013), and for good reasons.
The Effects of Monolingual and Bilingual Dictionaries on Efl Learning for Students at Dbe at Metu
JOURNAL OF ADVANCES IN LINGUISTICS
Dictionaries are the most importantpart of second language acquistion since they are used at every level of language learning. People use them while writing, reading, watching movies or listening to music in the language they are learning. They may choose different dictionaries for different activities since there are different types of dictionaries including monolingual and bilingual dictionaries. We focused on these two types of dictionaries in this research and we examined reasons behind the usage of monolingual and bilingual dictionaries among ESL students at Metu DBE ( Department of Basic English)
2006
______________ The study focuses on the ,contribution that using bilingual versus monolingual ,dictionaries might lead to recall ,and retention of vocabulary. ,In the meantime ,it is checked ,whether ,or not ,the speed corresponds to any one of the two dictionaries. For this purpose, 100 Iranian students studying English as aForeign,Language ,(EFL) at Shahid ,Chamran ,University of Ahvaz ,were ,asked