Electronic Dictionaries
![Picture](/uploads/2/6/9/1/26917548/5327540.jpg?306)
Electronic dictionaries (ED) seem to be part of most global
EFL classrooms, some researchers identifying a multi-fold increase in usage in recent years. Generally ED use improves student ability to make quick searches and enhances the input provided by
students when using vocabulary look up strategies. Look up strategies are an important component of Principle Six in vocabulary learning. However, ED usage can also complicate effective lexis learning.
In our
school, every student has at least one ED and often a second on their cell
phones. During almost any reading
activity, students read with a pen in hand for noting ED translations. In fact many students, especially those
with lower language ability, make no attempts to read texts for comprehension
without a dictionary. It is noteworthy that, many Chinese students have the ability to
decode text and read a text without significant comprehension. Student connection with ED and their ease of use, can negatively impact the implementation of other useful vocabulary learning strategies. For example, at a certain level of language development, it is useful to employ strategies such as in context guessing or unkown word ignoring. In a Norman Doidge brain plasticity way, ubiquitous ED use acts in opposition to alternative strategy development.
Relation to Guiding Principles
Principle Three ~ Form Focused Instruction ~ Although in principle, both electronic and paper dictionaries should function as a tool for focusing student attention on word form, for many students that is not the case. Additionally, often ED provided translation is inaccurate, sloppy or does not reflect current usage and therefore actually misinforms students about form,
Principle Four ~ Fluency Activities ~ Extensive ED usage can operate in opposition to fluency activities.
Principle Six ~ Develop Effective Strategy Use ~ While supporting word look-up strategy, ED use disrupts other strategies such as context guessing or unkown word ignoring.
Principle Four ~ Fluency Activities ~ Extensive ED usage can operate in opposition to fluency activities.
Principle Six ~ Develop Effective Strategy Use ~ While supporting word look-up strategy, ED use disrupts other strategies such as context guessing or unkown word ignoring.