28
now and then to look up a word in the dictionary, so they may just skip those
unknown words hoping that the context will explain them
.
1
.
4
.
2
.
2
.
Positive Attitudes towards Dictionaries
Despite researchers’ and educators’ concerns, research in L2 learning has
shown that dictionary use can actually benefit language learners
.
Those who are in
favor of using the dictionary in L2 learning propose that dictionaries can be useful to
learners because, after all, their main use is for lexical information, which is of the
utmost importance in L2 learning (Anderson & Freebody, 1981)
.
This view is also
reflected in the undeniable truth that dictionaries are commonly considered among the
language learning aids much favored and mostly used by language learners (Laufer,
2011)
.
Similarly, Laufer (as cited in Hayati & Fattahzadeh, 2006) asserted that when
a word looks familiar to the learner but the sentence in which it is found does not help
explain its meaning, the learner in this case should be encouraged to consult a
dictionary for this word
.
Consulting a dictionary while reading is “an integral part of
the reading process” (Bensoussan, 1983, p
.
341), as it helps the reader to find out
about the meaning of the difficult vocabulary, determine its meaning based on
contextual information, and learn more meanings of that word in other contexts and
uses, with different collocations and structures
.
29
Moreover, dictionaries proved effective in facilitating not only vocabulary
learning (Hulstijn, Hollander, & Greidanus, 1996; Knight, 1994; Luppescu & Day,
1993) but text comprehension as well (Knight, 1994; Summers, 1988)
.
Knight (1994)
stated that using a dictionary has indeed a facilitating effect on improving learners’
vocabulary; she found out that in addition to incidental learning of vocabulary through
guessing from context, learners who further consulted a dictionary after guessing not
only learned more words following reading but they even remembered more
vocabulary after two weeks
.
Knight also discovered that the low verbal ability
participants benefited more from the dictionary than the high verbal ability
participants
.
Furthermore, in their study focusing on the role of using bilingual dictionaries
in vocabulary learning while reading by 293 Japanese EFL undergraduates, Luppescu
and Day (1993) found out that the students who used a dictionary during the reading
task scored significantly higher on vocabulary tests than those who did not
.
In fact, dictionary use, as a vocabulary learning technique, could also be used
alongside more decontextualized vocabulary learning strategies
.
For instance, a
learner memorizing wordlists or glossaries may use the dictionary to check
information on a particular word, or to scan the entry for additional senses and
information
.
Similarly, examples in dictionaries help enhance L2 learners’
comprehension by providing them with real-life models of appropriate usage to
30
remember and eventually produce, through setting individual words into a range of
typical contexts and appropriate phrases (Wang, 2007)
.
Overall, the conviction of the usefulness of dictionaries has become very
common not only among lexicographers but among L2 learners themselves, who most
probably cannot do without dictionaries, as the latter offer substantial lexical benefits
.
Therefore, it is obvious that dictionary use will remain an important basis for gaining
further understanding of the various uses of new words
.
1
.
4
.
2
.
3
.
Context and Meaning
Using dictionaries is an extremely effective vocabulary learning strategy
.
Yet,
teachers’ criticism of dictionary use often stems from the fact that dictionary
definitions are not presented in context (Bensoussan, Sim, & Weiss, 1984)
.
The role
of dictionaries in L2 learning has been ignored due to the preconceived belief that
words should by no means be taught individually or in isolation from context; yet,
dictionaries are deemed to be reinforcing the learners’ tendency to learn individual
words when acquiring an L2
.
Nevertheless, a review of the relevant literature
concerning L2 dictionary use while reading advocates that selective dictionary
consultation may actually bring about better comprehension and thus efficient
vocabulary development (Prichard, 2008)
.
As a matter of fact, during the reading process, dictionary use generally
competes with guessing or just ignoring the unknown words
.
Yet, good readers
31
should normally take smart decisions about when to use each of these strategies; they
should not use the dictionary only, but should do so after taking guesses at possible
meanings according to context
.
Hosenfeld mentioned (as cited in Wang, 2007)
:
“It is
not that successful readers never look up words
.
.
.
but only after efficient strategies
have failed” (p
.
6)
.
So, rather than relying on a dictionary as the sole support, L2 learners should
be encouraged to use context as an aid to derive the right meanings of words. In this
regard, Bensoussan (1983) suggested that the dictionary “does not really give the
meaning of a word
.
The reader has to negotiate that [meaning] according to the
context” (p
.
545)
.
This belief stresses the importance of guessing from context as an
effective strategy to comprehend unfamiliar words
.
Similarly, Nation and Coady (1988) contended that looking up words in a
dictionary should be for the purpose of checking a guess, whereas guessing attempts
are only made if the context in which the unknown word occurs does not explain its
meaning
.
Likewise, Jones (1995) argued that dictionary use is an effective learning
strategy for EFL learners, but
such a claim should not be taken as emphasizing the
primacy of dictionaries as the sole or the best sources of linguistic information;
dictionaries are only one of the tools that L2 learners make use of to figure out the
meaning of words (e
.
g
.
, deducing the meanings of the unknown words from the clues
in a text)
.
Dostları ilə paylaş: |