A Study of Comparatively Low Achievement Students' Bilingualized Dictionary Use and Their English Learning

Autor/in	Chen, Szu-An
Titel	A Study of Comparatively Low Achievement Students' Bilingualized Dictionary Use and Their English Learning
Quelle	In: IAFOR Journal of Education, 4 (2016) 2, S.157-177 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2187-0594
Schlagwörter	Foreign Countries; College Students; Low Achievement; Second Language Learning; English (Second Language); Bilingual Instructional Materials; Dictionaries; Use Studies; Users (Information); Questionnaires; Likert Scales; Statistical Analysis; Assignments; Language Proficiency; Vocabulary Development; Student Attitudes; Reading Instruction; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Unterdurchschnittliche Leistung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Dictionary; Wörterbuch; Benutzerschulung; Benutzerprofil; Nutzer; Fragebogen; Likert-Skala; Statistische Analyse; Assignment; Auftrag; Zuweisung; Language skill; Language skills; Sprachkompetenz; Wortschatzarbeit; Schülerverhalten; Leseunterricht
Abstract	This study investigates bilingualized dictionary use of Taiwanese university students. It aims to examine EFL learners' overall dictionary use behavior and their perspectives on book dictionary as well as the necessity of advance guidance in using dictionaries. Data was collected through questionnaires and analyzed by SPSS 15.0. Findings indicate that the subjects held positive perspectives towards the helpfulness of using bilingualized dictionaries in learning English whereas only roughly half of them formed the dictionary use habits out in the classroom. Frequency of looking up aspects of word information might be determined by classroom activities and assignments, in which both L1 and L2 information of head words were considered useful. This paper concludes by arguing that low proficiency students may need solid training in using L2 information in bilingualized dictionaries to expand their knowledge of English vocabulary. Implications and suggestions for classroom practice will also be made. (As Provided).
Anmerkungen	International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01