Please use this identifier to cite or link to this item:
|Other Titles:||Bilingual or Monolingual? The Effects of Dictionary Use From a Corpus Perspective in ELT|
Department of English, NTNU
The purpose of this study is to explore how English language learners’(ELLs) consultation of monolingual and bilingual dictionaries could influence their second language (L2) vocabulary acquisition. Although research has empirically indicated that dictionary use could possibly affect learners’ second language acquisition (SLA) in various ways, inconclusive results can still be found pertaining to ELLs’ L2 vocabulary acquisition based on their dictionary use. In order to bridge this gap, sixty-four ELLs were recruited and divided into two groups for this experimental study. Through both quantitative and qualitative analyses, the researcher examined how the consultation of monolingual and bilingual dictionaries could influence L2 lexical teaching and learning utilizing a 13,944-word lemmatized High Frequency Word List (HFWL) from the British National Corpus (BNC). The findings suggest that the consultation of monolingual dictionaries promoted students’ L2 vocabulary acquisition, learning interest, confidence and positive attitude more effectively than that of bilingual dictionaries. Learners were also revealed to be cognizant of the salience of L2 exposure that monolingual dictionaries possess for reifying their L2 awareness and lexical development in an authentic fashion. Based on the outcomes yielded from this investigation, pedagogical and theoretical implications are discussed.
|Appears in Collections:||英語教學|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.