A Study of Comparatively Low Achievement Students’ Bilingualized Dictionary Use and Their English Learning

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Author: Chen Szu-An, Wenzao Ursuline University of Languages, Taiwan
Email: 99033@mail.wzu.edu.tw
Published: September 1, 2016
https://doi.org/10.22492/ije.4.2.09

Citation: Chen, S.-A. (2016). A Study of Comparatively Low Achievement Students' Bilingualized Dictionary Use and Their English Learning. IAFOR Journal of Education, 4(2). https://doi.org/10.22492/ije.4.2.09


Abstract

This study investigates bilingualized dictionary use of Taiwanese university students. It aims to examine EFL learners’ overall dictionary use behavior and their perspectives on book dictionary as well as the necessity of advance guidance in using dictionaries. Data was collected through questionnaires and analyzed by SPSS 15.0. Findings indicate that the subjects held positive perspectives towards the helpfulness of using bilingualized dictionaries in learning English whereas only roughly half of them formed the dictionary use habits out in the classroom. Frequency of looking up aspects of word information might be determined by classroom activities and assignments, in which both L1 and L2 information of head words were considered useful. This paper concludes by arguing that low proficiency students may need solid training in using L2 information in bilingualized dictionaries to expand their knowledge of English vocabulary. Implications and suggestions for classroom practice will also be made.

Keywords

EFL learners, comparatively low achievement students, bilingualized dictionary, book dictionary, dictionary use behaviors