Abstract
The main objective of language teaching is to improve language proficiency with regard to reading, writing, speaking and listening. The dictionary is one of the aids that can be used to attain this goal. There are however a number of stumbling blocks in the way of optimal utilization of dictionaries. Poor reference skills and a lack of knowledge with regard to dictionary typology seem to be the most prominent among these. It is argued that reference skills could be developed by the teaching of reference strategies, preferably by integrating dictionary-using exercises with other language learning activities, and by structuring these exercises according to the stages of the actual reference process. Dictionary pedagogy should ideally be introduced in the L1 class during primary education, but students will definitely still benefit if dictionary skills are taught during the intermediary stages of second or foreign language learning. It is anticipated that students who have become convinced of the problem-solving potential dictionaries through personal experience will become independent learners who will continue using dictionaries even after the years of formal education.
Highlights
The main objective of language teaching is to improve language proficiency with regard to speaking, listening, reading and writing
The main problem in this regard is that reference skills do not develop naturally, but must be learnt
The suggestion which is offered, is that reference skills must be taught by integrating dictionary-using exercises with other language learning activities
Summary
The main objective of language teaching is to improve language proficiency with regard to speaking, listening, reading and writing. The bright side of the picture is, that dictionary-using skills can be learnt and improved by principled teaching of reference strategies. (cf Bejoint 1989: 212) This overview firstly intends to provide reasons why lay persons (including students) are reluctant to use dictionaries. The suggestion which is offered, is that reference skills must be taught by integrating dictionary-using exercises with other language learning activities. Dictionary-teaching should be structured according to the stages of the actual reference process. Along this way skillful (but not uncontrolled!) dictionary use can facilitate more independent language learning
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have