The aim of this survey study is to investigate bilingualized dictionary use (i.e. Longman Active Study English-Chinese Dictionary in paper form) of comparatively low achievement university students. It focuses on EFL learners’ overall dictionary use behavior and their perspectives on this book dictionary as well as the advance guidance of dictionary use offered by their English teachers. Data was collected through questionnaires and analyzed by SPSS 15.0. Findings of the study indicate that lower proficient students in general hold positive perspectives towards the helpfulness and effectiveness of using bilingualized dictionaries in learning English whereas roughly half of the participants have formed the habits of dictionary use out of the classroom after their one-year English education at college. Frequencies of finding out different types of word information might be determined by classroom activities and written assignment. Both L1 and L2 information of head words is viewed as useful resources for the subjects. This article concludes by arguing that low proficiency students need to receive solid training in using L2 information in bilingualized dictionaries to expand their knowledge of English vocabulary. Pedagogical implications and suggestions have been made for the dictionary publisher as well as teachers in the EFL contexts.
Szu-An Chen, Wenzao Ursuline University of Languages, Taiwan
Stream: Languages education and applied linguistics (ESL/TESL/TEFL)
This paper is part of the ACEID2015 Conference Proceedings (View)
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