The effect of dictionary training in the teaching of English as a foreign language

Abstract

The process of teaching any subject involves the use of all resources available to achieve efficient/effective result. When dealing with teaching foreign languages, we have noticed that such a traditional and apparently well-known tool as a dictionary is not so well-known nor used efficiently by students. Nevertheless, in our opinion, the dictionary should play an important role in the teaching-learning process. Therefore, we have carried out a research in our classroom in order to check that if students work systematically with the dictionary, they will improve not only their dictionary skills, but also their L2 skills mainly in writing, reading comprehension and vocabulary. The research was done at two different levels during a whole academic year focusing on dictionary training and dictionary activities.Our work showed quite interesting outcomes: (a) students were aware of the usefulness of dictionaries because they learnt that dictionaries helped them; (b) students' confidence to face activities increased; (c) students improved their language use and knowledge; and (d) they really enjoyed the tasks. As a general conclusion we can state that with better dictionary use students acquire autonomous learning strategies for learning a foreign language.

The use of Electronic Dictionary Strategies among English as a Foreign Language (EFL) Learners

“…Admittedly, the training in dictionary use should just be a supplementary section in the whole curriculum so as not to take away too much time from the primary lessons. In this regard, González and Martinez (2011) believed that ED strategies should not be instructed all at one. Instead, they should become regular training sessions during the course so that the learners can acquire a good habit of using EDs and an adequate understanding of their strategies.…”

Millennials as Dictionary Users: A Study of Dictionary Use Habits of Serbian EFL Students

“…Studies focusing on L2 learners’ dictionary use skills have revealed three common themes: L2 learners usually receive little training in these skills (Bae, 2011 in Béjoint, 1981; Hartmann, 1999; Nesi, 2013); obviously as a result of this, most learners fail to make efficient dictionary users (Chan, 2012; Hamouda, 2013; Nesi & Haill, 2002); and learners’ dictionary consultation skills can be improved by training (Carduner, 2003; Cote González & Tejedor Martínez, 2011). Certain studies also examine what problems learners face when consulting dictionaries.…”