Dictionary Use and English Reading Comprehension of Three EFL Taiwanese Elementary Students-A Pilot Study

Abstract

Vocabulary knowledge plays an important part in reading comprehension in the field of L2 learning (Laflamme, 1997). Besides the knowledge of words, the ability to access the vocabulary inventory in short time also relate to the understanding of texts (Coady, 1993). With the advent of computer technology, following paper and pocket dictionaries, on-line dictionaries today provide users with instant feedback of word meanings and extensive relevant information. For Taiwanese sixth graders who do not have enough vocabulary at their disposal for reading in English, it seems, if used appropriately, dictionaries can be invaluable tools for their reading comprehension. To further explore that issue, this study investigated: (a) dictionary use and its influence on EFL elementary students' reading comprehension and (b) the differences among the behaviors and habits of learners. using different kinds of dictionaries, and how these features effected their reading comprehension. To tackle the issues, three Taiwanese sixth graders were requested to read English texts with or without the help of dictionaries. The processes and interviews recorded were analyzed, the results showed: (a) all kinds of dictionaries provide vocabulary assistance vital to local students when reading English texts for comprehension; (b) on-line dictionaries actively help their users with most but still insufficient functions. Findings suggested the adoption of dictionary use in local elementary English classes and in students' extensive reading activities.