On meaning in the foreign learner’s dictionary. On the inadequacy of dictionaries: Does drug-store = chemist’s shop? ELT Journal, 1(3), 83. The use of dictionaries in language teaching. DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching. The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. Learner-created lexical databses using web-based source material. Combining user needs, lexicographic data and digital writing environments. The role of online dictionary advertisements in language receoption, production, and retention. Dictionary form in decoding, encoding and retention: Further insights. Why one and two do not make three: Dictionary form revisited. Models of the dictionar: Evolution in dictionary design. On-line lexical resources for language learners: Assessment of some approaches to word definition. Dictionary use by EFL writers: What really happens? Journal of Second Language Writing, 6(1), 23-43.Ĭumming, G., Cropp, S., & Sussex, R. International Journal of Lexicography, 30(2), 225-251.Ĭhristianson, K. Dictionary use for collocation production and retention: A call-based study. International Journal of Lexicography, 25(2), 216-247. Dictionary use and vocabulary learning in the context of reading. International Journal of Lexicography, 23(3), 275-306. Dictionary use an EFL learning: A contrastive study of pocket electronic dictionaries and paper dictionaries. The use of a monolingual dictionary for meaning determination by advanced Cantonese ESL learners in Hong Kong. Vocabulary learning from dictionary referencing and language feedback in EFL translational writing. The foreign student’s use of monolingual English dictionaries: A study of language needs and reference skills. International Review of Applied Linguistics, 58, 1-27.īejoint, H. The use of bilingual dictionaries by EFL students while writing. To narrow the scope of this paper, I have focused predominantly on studies in university settings, those of which are the center of discussion having taken place in East Asian contexts.Īrd, J. Nevertheless, such commentaries can be valuable in bringing to light potential issues from the viewpoint of a research consumer rather than producer in the discipline being discussed. As an outsider to this specific field, my critiques are purely observational, representing only a snapshot perspective that is clearly influenced by my own experience working in East and Southeast Asia. They can be a powerful resource to enhance vocabulary learning and, at least in my opinion, deserve more nuanced attention in published research. As a long-term teacher-turned-researcher, I have seen numerous innovations come and go, but dictionaries, albeit often misused, remain a staple in many classrooms. I have chosen to discuss briefly the evolution of dictionaries and their usage for language learning. For this commentary, I have been tasked with choosing and describing a technological innovation in language learning, selecting several studies that report on using this technology in second or foreign language (L2) classes, and then evaluating how well the activities used by the teachers/researchers exploit the possibilities of the technology.
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