Use of monolingual, bilingual, and bilingualised dictionaries and EFL learners’ vocabulary learning strategies: A case study
Abstract
This study investigated the effect of dictionary use on the vocabulary learning strategies used by elementary level EFL learners. Seventy-five female EFL learners were randomly assigned to one of three groups (25 members each): the monolingual dictionary, the bilingual dictionary, and the bilingualised dictionary groups. Students' responses on the vocabulary learning strategies were collected through a questionnaire which dealt with the vocabulary learning strategies the participants used to understand each target item in a reading passage selected based on readability formula. The results of Chi-square analysis indicated that the participants in the bilingual group consulted their dictionaries more frequently to solve their lexical problems than those in the monolingual and the bilingualised dictionary groups. The bilingualised group reported the least use of other strategies (e.g., analysing morphemes, and using cognates), while guessing was rarely reported by the bilingualised dictionary group. The results also revealed that the participants in the bilingualised and the bilingual dictionary groups were more willing to consult their dictionaries when reading the text than the monolingual dictionary group. In fact, guessing the meaning from the context as well as using other strategies was more common for the monolingual dictionary group.
References
Atkins, B. (1985). Monolingual and bilingual learners' dictionaries: A comparison. In R. Ilson (Ed.), Dictionaries, lexicography and language learning (pp. 25-42). Philadelphia: John Benjamin's Publishing Company.
Atkins, B. T. S., & Varantola, K. (1997). Monitoring dictionary use. International Journal of Lexicography, 10(1), 1-45.
https://doi.org/10.1093/ijl/10.1.1
Baxter, J. (1980). The dictionary and vocabulary behavior: A single word or a handful? TESOL Quarterly, XIV(3), 325-336.
https://doi.org/10.2307/3586597
Chin, J. J. (2001). The effects of dictionary use on the vocabulary learning strategies used by language learners of Spanish. Paper presented at the Annual Meeting of the Acquisition of Spanish and Portuguese as First and Second Language. ED 471315
Cubillo, M. (2002). Dictionary use and dictionary needs of ESP students: An experimental approach. International Journal of Lexicography, 15(2), 206-228.
https://doi.org/10.1093/ijl/15.3.206
Edwards, L. (2007). Placement test for Oxford: Solutions booklet. Oxford: Oxford University Press.
Fraser, C. (1999). The role of consulting a dictionary in reading and vocabulary learning. The Canadian Journal of Applied Linguistics 2(1-2), 73-89.
Hayati, A.M., & Pourmohammadi, M. (2005). A comparative study of using bilingual and MLDs in reading comprehension of intermediate EFL students. The Reading Matrix: An International Online Journal, 5(2), 61-66.
Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21, 303-317.
https://doi.org/10.1017/S0272263199002089
Huang, D. (2003). Taiwanese university English majors' belief about English dictionaries and their dictionary strategy use. Unpublished PhD Dissertation, University of Texas at Austin.
Hulstijn, J. (1997). Incidental vocabulary learning by advanced foreign language students. The Modern Language Journal, 79, 328-339.
Hulstijn, J. H., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use and reoccurrence of unknown words. Modern Language Journal, 80, 327-339.
https://doi.org/10.1111/j.1540-4781.1996.tb01614.x
Kirkness, A. (2004). Lexicography. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics (pp. 54-81). Oxford: Blackwell.
https://doi.org/10.1002/9780470757000.ch2
Knight, S. (1994). Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. The Modern Language Journal, 78(3), 285-299.
https://doi.org/10.1111/j.1540-4781.1994.tb02043.x
Koren, S. (1997). Quality versus convenience: Comparison of modern dictionaries from the teacher's and learner's points of view. TESL, 2, 1-16.
Laufer, B., & Hadar, L. (1997). Assessing the effectiveness of monolingual, bilingual, and "bilingualised" dictionaries in the comprehension and production of new words. The Modern Language Journal, 81(2), 189-196.
https://doi.org/10.1111/j.1540-4781.1997.tb01174.x
Laufer, B., & Kimmel, M. (1997).Bilingualised dictionaries: How learners really use them. System, 25(3), 361-369.
https://doi.org/10.1016/S0346-251X(97)00028-6
Laufer, B., & Levitzky-Aviad, T. (2006). Examining the effectiveness of "Bilingual Dictionary Plus": A dictionary for production in a foreign language. International Journal of Lexicography, 19(2), 135-155.
https://doi.org/10.1093/ijl/eck006
Loucky, J. P. (2006). Maximizing vocabulary development by systematically using a depth of lexical processing taxonomy, CALL resources, and effective strategies. CALICO Journal, 23(2), 363-399.
https://doi.org/10.1558/cj.v23i2.362-399
Luppescu, S., & Day, R. R. (1993). Reading, dictionaries, and vocabulary learning. Language Learning, 43, 263-287.
https://doi.org/10.1111/j.1467-1770.1992.tb00717.x
Nakamoto, K. (1995). Monolingual or bilingual, that is not the question: The bilingualised dictionary. Kernerman Dictionary News, 2, 2-4.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Newbury House.
Paribakht, T. S., & Wesche, M. (1996).Enhancing vocabulary acquisition through reading: A hierarchy of text-related exercise types. The Canadian Modern Language Review, 52(2), 155-178.
https://doi.org/10.3138/cmlr.52.2.155
Prince, P. (1996). Second language vocabulary learning: The role of context versus translations as a function of proficiency. The Modern Language Journal, 80, 478-493.
https://doi.org/10.1111/j.1540-4781.1996.tb05468.x
Raudaskoski, S. (2002).Translation, the key or equivalent? A study of the dictionary use strategies of Finnish senior secondary school students. Kernerman Dictionary News, 10, 2-3.
Ryu, J. (2006). Dictionary use by Korean EFL college students. Language & Information Society, 7, 83-114.
Snell-Hornby, M. (1987).Towards a learner's bilingual dictionary. In A. P. Cowie (Ed.), The dictionary and the language learner (pp. 159-170). Papers from the EURALEX Seminar at the University of Leeds, Tübingen: Niemeyer.
https://doi.org/10.1515/9783111340500-014
Stein, G. (1989). Recent developments in EFL dictionaries. In M. L. Tikoo (Ed.), Learner's dictionaries: State of the Art. Singapore. SEAMEO Regional Language Center.
Terrell, D. T. (1991). The role of grammar instruction in a communicative approach. Modern Language Journal, 75(1), 52-63.
https://doi.org/10.1111/j.1540-4781.1991.tb01083.x
Walz, J. (1990). The dictionary as a secondary source in language learning. The French Review, 64(1), 79-94.
Zarei, A. A. (2010). The effect of monolingual, bilingual and bilingualised dictionaries on vocabulary comprehension and production. ELT Weekly, 54, 17-40.
Copyright Transfer Statement for Journal
1) In signing this statement, the author(s) grant UNIMAS Publisher an exclusive license to publish their original research papers. The author(s) also grant UNIMAS Publisher permission to reproduce, recreate, translate, extract or summarize, and to distribute and display in any forms, formats, and media. The author(s) can reuse their papers in their future printed work without first requiring permission from UNIMAS Publisher, provided that the author(s) acknowledge and reference publication in the Journal.
2) For open access articles, the author(s) agree that their articles published under UNIMAS Publisher are distributed under the terms of the CC-BY-NC-SA (Creative Commons Attribution-Non Commercial-Share Alike 4.0 International License) which permits unrestricted use, distribution, and reproduction in any medium, for non-commercial purposes, provided the original work of the author(s) is properly cited.
3) For subscription articles, the author(s) agree that UNIMAS Publisher holds copyright, or an exclusive license to publish. Readers or users may view, download, print, and copy the content, for academic purposes, subject to the following conditions of use: (a) any reuse of materials is subject to permission from UNIMAS Publisher; (b) archived materials may only be used for academic research; (c) archived materials may not be used for commercial purposes, which include but not limited to monetary compensation by means of sale, resale, license, transfer of copyright, loan, etc.; and (d) archived materials may not be re-published in any part, either in print or online.
4) The author(s) is/are responsible to ensure his or her or their submitted work is original and does not infringe any existing copyright, trademark, patent, statutory right, or propriety right of others. Corresponding author(s) has (have) obtained permission from all co-authors prior to submission to the journal. Upon submission of the manuscript, the author(s) agree that no similar work has been or will be submitted or published elsewhere in any language. If submitted manuscript includes materials from others, the authors have obtained the permission from the copyright owners.
5) In signing this statement, the author(s) declare(s) that the researches in which they have conducted are in compliance with the current laws of the respective country and UNIMAS Journal Publication Ethics Policy. Any experimentation or research involving human or the use of animal samples must obtain approval from Human or Animal Ethics Committee in their respective institutions. The author(s) agree and understand that UNIMAS Publisher is not responsible for any compensational claims or failure caused by the author(s) in fulfilling the above-mentioned requirements. The author(s) must accept the responsibility for releasing their materials upon request by Chief Editor or UNIMAS Publisher.
6) The author(s) should have participated sufficiently in the work and ensured the appropriateness of the content of the article. The author(s) should also agree that he or she has no commercial attachments (e.g. patent or license arrangement, equity interest, consultancies, etc.) that might pose any conflict of interest with the submitted manuscript. The author(s) also agree to make any relevant materials and data available upon request by the editor or UNIMAS Publisher.
