Dictionary form in decoding, encoding and retention: Further insights

Abstract

The aim of the paper is to investigate the role of dictionary form (paper versus electronic) in language reception, production and retention. The body of existing research does not give a clear answer as to which dictionary medium benefits users more. Divergent findings from many studies into the topic might stem from differences in research methodology (including the various tasks, participants and dictionaries used by different authors). Even a series of studies conducted by one researcher (Dziemianko, 2010, 2011, 2012b) leads to contradictory conclusions, possibly because of the use of paper and electronic versions of existing dictionaries, and the resulting problem with isolating dictionary form as a factor. To be able to argue with confidence that the results obtained follow from different dictionary formats, rather than presentation issues, research methodology should be improved. To successfully generalize about the significance of the medium for decoding, encoding and learning, the current study replicates previous research, but the presentation of lexicographic data on paper and on screen is now balanced, and the paper/electronic opposition is operationalized more appropriately. A real online dictionary and its paper-based counterpart composed of printouts of screen displays were used in the experiment in which the meaning of English nouns and phrases was explained, and collocations were completed with missing prepositions. A delayed post-test checked the retention of the meanings and collocations. The results indicate that dictionary medium does not play a statistically significant role in reception and production, but it considerably affects retention.

Examining the conditions of using an on-line dictionary to learn words and comprehend texts

“…However, studies comparing on-line to paper or book-based to electronic or on-line dictionaries have provided mixed results. Chen (2012) and Dziemianko (2011, 2012) did not find significant differences for vocabulary learning between the two types of dictionaries, but Dziemianko (2010, 2017) found on-line dictionaries were better for the learning of nouns, phrases, and collocations compared to book-based dictionaries. With regard to on-line dictionaries themselves, Liu and Lin (2011) and Alharbi (2016) found that learners acquired the meanings of words more quickly when accessed through a pop-up dictionary as opposed to a type-in dictionary.…”

The use of online dictionaries in video-mediated L2 interactions for the social accomplishment of Virtual Exchange tasks

“…Building on the wide recognition of dictionaries as tools for looking up unknown words for improving vocabulary knowledge (Nist & Olejnik, 1995;Gonzalez & Gonzales, 1999), or more broadly for vocabulary learning (Nation, 1989), the bulk of CALL research sought to understand the impact of online dictionaries on the learning (Collins, 2016;Wang, 2012) and retention of vocabulary (e.g. Chen, 2016;Dziemianko, 2010Dziemianko, , 2017Peters, 2007). Similarly, the use of online dictionaries in the form of glosses was investigated in reading (e.g., Abraham, 2008;Yanguas, 2009;Yun, 2011;Poole, 2012;Hu et al, 2014;Chen, 2014;Türk & Erçetin, 2014;Lee et al, 2017) and writing (e.g.…”

Wörterbuchnutzung zur Erschließung der Bedeutung unbekannter Wörter beim Lesen: Medienvergleich und kognitive Prozesse

“…McKeown testete die Effektivität der schülergerechten gegenüber den klassischen Definitionen mit Schülerinnen und Schülern im Alter zwischen zehn und elf Jahren. Since so many other aspects of the definitions were difficult, they depended on that first formulation and worked to make the language of the sentences and definitions match these early Dziemianko (2010Dziemianko ( , 2011Dziemianko ( , 2012Dziemianko ( , 2017…”