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Having assumed that dictionaries can indeed offer help to L2 learners, the
question that has always been of interest to lexicographers, L2 learners, and teachers
as well, is which dictionary type is of greatest benefit to learners? Is it the
monolingual dictionary or the bilingual one? In the following section, I review some
arguments for and against bilingual and monolingual dictionaries in the context of L2
learning
.
1
.
4
.
3
.
Debates on What Type of Dictionary to Use in L2 Learning
1.4.3.1. Positive Attitudes towards Monolingual Dictionary Use
The issue of whether an L2 learner should use a monolingual or a bilingual
dictionary has sparked a heated debate among educators and language teachers (Chen,
2011)
.
Baxter (1980), for instance, was one of the educators to endorse the usefulness
of MLDs to vocabulary development
.
He recommended encouraging L2 learners to
use MLDs as they often have a positive effect on improving their fluency by offering
them definitions in context.
On the other hand, Baxter (1980) pointed that bilingual dictionaries (BLDs),
seem to encourage L2 learners to get into the habit of translating from their mother
language; consequently, they discourage learners from thinking directly in the foreign
language
.
In this regard, Baxter argued that the frequent consultation and exposure to
the defining language in the MLDs would actually be of a great benefit, particularly in
enhancing learners’ L2 paraphrasing skills
.
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Likewise, Stein (1990) claimed that using BLDs emphasizes the users’ belief
in absolute equivalence between the words of the two languages, L1 and L2, while it
is lexically acknowledged that the meaning of two words in two different languages is
virtually never identical, except for certain technical and scientific terms of specialist
usage
.
Furthermore, Stein argued that most BLDs usually offer many target language
equivalents than just one per headword, which may confuse the users about what
equivalent to choose. To illustrate this argument, an example entry from Al Mawrid
Arabic-English dictionary is given below.
Figure 1. English equivalents for the adjective ‘مئلام’ in Al Mawrid Modern Arabic-
English dictionary (Baalbaki, 1995, p. 1100)
As shown in Figure 1, the proposed English equivalents for the Arabic
adjective ‘مئلام’ could pose a great difficulty for the learners who want to use the
equivalent for this adjective in writing or in communication. The dictionary suggests
many equivalents for this single word without even providing collocational
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information or examples of possible use to help learners determine the most
appropriate equivalent. Indeed, such a poor presentation should absolutely leave
learners confused about which equivalent to select and use, especially that not all the
equivalents proposed can be used in the same context.
1.4.3.2. Positive Attitudes towards Bilingual Dictionary Use
On the contrary of the arguments made in support of the use of MLDs,
researchers like Piotrowski (1989) and Bogaards (1996) contended that BLDs have
long been the conventional vocabulary resources that L2 learners use more often. In
contrast, MLD use is a relatively a new development (Cowie, 1999). Piotrowski
(1989) has further pointed out to the innate difficulty involved in finding the needed
information in a MLD. He noted that users often get stuck in the paradoxical situation
where they ought to know how the L2 word is spelled in order to look it up in the
MLD; yet, that L2 word is exactly what they do not know and are trying to find.
In the same way, Tomaszczyk (1983) gave two arguments in favor of BLD’
use in foreign language learning
.
The first of which is the interference between
Language One (L1) and L2
.
Tomaszczyk argued that “whether one likes it or not,
language learners do rely on their mother tongue to quite a considerable extent
.
If this
cannot be avoided, why not capitalize on it?” (p
.
44)
.
The second point raised by Tomaszczyk (1983) in support of BLD use is that
the vast majority of L2 learners exhibited strong preference for using BLDs, as
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reflected by the results from some questionnaire-based studies
.
He eventually argued
that if the users themselves opted for the use of BLDs, so they must have found them
beneficial to their language learning development
.
Moreover, Hanks (1987) assumed that the exposure to the language in MLDs
could not really benefit L2 learners, as the metalanguage of MLDs’ definitions is
quite different from natural language as regards numerous features like register,
collocations, vocabulary, syntax, and a lot more confusing abbreviations which are
typical of lexicographical description
.
Furthermore, Rundell (1999) and Neubach and Cohen (1988) argued that
MLDs’ users often find definitions or words which make up the definitions
challenging and really difficult to understand. To better illustrate the difficulty in
understanding MLD definitions, Neubach and Cohen quote the following comments
from a few students:
As we have seen, there is no shortage of arguments for and against both types
of dictionaries. On the one hand, because MLDs may be seen as solving some of the
problems presented by BLDs, most EFL teachers prefer their students to use the MLD
I don’t understand this definition. What should I do – look up
meanings of words in the definitions? Where does it stop? Actually
the dictionary hardly ever helps me. I don’t understand the
definition and I feel that it hinders me more than it helps me. (p. 8)
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