ERIC Number: ED459601
Record Type: RIE
Publication Date: 2001-Jun
Students Working with an English Learners' Dictionary on CD-ROM.
This paper examines the growing literature on pedagogical lexicography and the growing focus on how well the learner uses the dictionary in second language learning. Dictionaries are becoming more user-friendly. This study used the writing task to reveal new insights into how students use a CD-ROM dictionary. It found a lack of dictionary-using skills in certain areas, particularly true of the appendices and the structure of the individual entries. Students typically did not have the skills to access much of the information contained in the dictionary--in print or on CD-ROM. It is suggested that CD-ROM dictionaries offer a more extensive guided tour of the dictionary that is built into the program. This would help students with navigational issues but also with more fully understanding the content of the individual entries. CD-ROM dictionaries in particular could offer a lot more useful tools to students, including more cultural details, synonyms, and technical details. A bilingual dictionary might also be helpful as it would enable and assist students in finding words they do not know and, therefore, cannot look up in a monolingual English learners' dictionary. Appended is a questionnaire for students on the use of English Learners' Dictionaries. (Contains 27 references.) (KFT)
Descriptors: Computer Uses in Education, Dictionaries, English (Second Language), Foreign Countries, Higher Education, Lexicography, Optical Data Disks, Second Language Instruction, Second Language Learning, Vocabulary Development
For full text: http://elc.polyu.edu.hk/conference/papers2001/winklet.htm.
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: In: ELT Perspectives on Information Technology & Multimedia: Selected Papers from the ITMELT 2001 Conference (Hong Kong, June 1-2, 2001). Hong Kong, The English Language Centre, The Hong Kong Polytechnic University. p227-254.