The use of dictionaries in language learning in high school
The Use of Dictionaries in Language Learning in High School.
Introduction
Why should we encourage students to use dictionaries? Dictionaries develop learner autonomy. They are a handy resource for researching different meanings, collocations, examples of use and standard pronunciation. If students know how to use them effectively, there are hundreds of hours of self-guided study to be had with a good dictionary. The best way to complement a dictionary investment is strong study skills. As teachers we play an important role in developing those skills, and this article will explore ways that we can do that.
Aware of the potential inadequacies of their products qua learning tools, modem lexicographers and dictionary publishers alike have thought of many ways to make reference books more accessible, transparent and easy to understand than those in the past. For example, they put in a comprehensive introduction to explain what the dictionary offers and how to look up words in it. Sometimes, they produce separate dictionary workbooks designed to teach users to use the dictionary through various types of exercises, often graded, and which can be adapted for classroom teaching; in addition, audio-tapes may accompany the dictionary to teach users the sound symbols. The underlying assumption behind all these efforts is that users will have the ability to take the initiative and be willing to make the effort to try out the activities.
Many teachers will agree that this assumption is somehow optimistic. Both lexicographers and publishers have over-estimated the knowledge, ability and the level of persistence students would need in order to teach themselves how to use a dictionary. This is not to deny that students should not learn how to use dictionaries; instead, the current research proposes. In addition, most teachers do not realize that using the right type of dictionary for their students makes a huge impact on English learning. We will explain the different
Introduction
Why should we encourage students to use dictionaries? Dictionaries develop learner autonomy. They are a handy resource for researching different meanings, collocations, examples of use and standard pronunciation. If students know how to use them effectively, there are hundreds of hours of self-guided study to be had with a good dictionary. The best way to complement a dictionary investment is strong study skills. As teachers we play an important role in developing those skills, and this article will explore ways that we can do that.
Aware of the potential inadequacies of their products qua learning tools, modem lexicographers and dictionary publishers alike have thought of many ways to make reference books more accessible, transparent and easy to understand than those in the past. For example, they put in a comprehensive introduction to explain what the dictionary offers and how to look up words in it. Sometimes, they produce separate dictionary workbooks designed to teach users to use the dictionary through various types of exercises, often graded, and which can be adapted for classroom teaching; in addition, audio-tapes may accompany the dictionary to teach users the sound symbols. The underlying assumption behind all these efforts is that users will have the ability to take the initiative and be willing to make the effort to try out the activities.
Many teachers will agree that this assumption is somehow optimistic. Both lexicographers and publishers have over-estimated the knowledge, ability and the level of persistence students would need in order to teach themselves how to use a dictionary. This is not to deny that students should not learn how to use dictionaries; instead, the current research proposes. In addition, most teachers do not realize that using the right type of dictionary for their students makes a huge impact on English learning. We will explain the different
References: Carter Ronald & Mc Carthy Michael (1998) “Vocabulary and Language Teaching” Produced by Longman Singapore Publishers Printed in the United Kingdom at University Press, Cambridge, 2001. Pages from 281 to 296 Harmer Jeremy (2012) “Teacher Knowledge Core Concepts in English Language Teaching” Printed in China, 2012