Use Of Bilingual Dictionaries Research Articles

Vocabulary Learning Strategies: The Case of English for Business and Financial Reporting

Among the essential challenges faced by students in foreign language learning processes is vocabulary learning. Lexical competence has been acknowledged as critical to the use of language in which the students’ inadequate knowledge of the vocabulary causes problems in learning a second language. Therefore, learners require being educated with vocabulary in learning strategies when learning a second language. Contemporary research has not scrutinised to the fullest the categories of strategies of vocabulary learning used by learners who are majoring in Accounting. The main objective of this research was to understand how students use vocabulary learning strategies. For that, we adopted a qualitative approach, based on open-ended individual interviews with fifteen learners. The strategies that were concluded include the monolingual and bilingual dictionary use, usage of several media of English language, learning a word by specific texts, and application of new words in everyday conversation, interrelated to memory, strategies of metacognitive, and determination. These are common strategies and have keenly been used by students.

The Bilingual Dictionary Accommodation: Can It Help Your Students Succeed on Tests?

ABSTRACT In 2016, there were 4.9 million students identified as English language learners (ELLs) in U.S. public schools who undergo testing. Students identified as ELLs are allowed to use paperback bilingual dictionaries during testing as an accommodation. When deciding whether to provide the accommodation, teachers need to consider several factors. First, research regarding the effectiveness of the accommodation shows mixed results. Second, dictionary use is not allowed to the same extent in all states; some circumscribe the use; others do not. Third, not all students can benefit from bilingual dictionary use. Teachers should consider the language and literacy profiles of their students when assigning the accommodation. Additionally, all states limit the type of bilingual dictionary that can be used during testing. The dictionary must be a word-for-word translation dictionary. This has implications for bilingual dictionary use in the classroom also. Finally, some research findings provide guidance regarding the most effective way to use bilingual and other dictionaries in the classroom.

The Impact of Online Monolingual and Bilingual Dictionaries on Vocabulary Learning

The studies on the comparison of online monolingual dictionary (OMD) and online bilingual dictionary (OBD) for English on undergraduate level have not been carried out. The objective of this study is therefore to identify the impact of online monolingual and online bilingual dictionary use in vocabulary acquisition and retention among undergraduates. Forty Engineering undergraduates in their first term at CEFR (Common European Framework of Reference) B1 level in proficiency were selected after having a pretest and this sample of students knew none of the intended vocabulary to be tested. The students were randomly allocated into two groups: Online Monolingual Dictionary (OMD) and Online Bilingual Dictionary (OBD) groups. Both groups were exposed to an unknown set of ten academic words using an online monolingual dictionary and an online bilingual dictionary (English-Sinhala/ English-Tamil) respectively. They were instructed to find the meanings of the target words using the respective dictionary. The same vocabulary tests, immediate test and posttest were then administered in both groups to check the effectiveness of the treatments. While the results of these two tests demonstrated that both groups were able to acquire and retain vocabulary under each online dictionary use, the independent sample t-test confirmed that mean scores of the immediate test and posttest were significantly higher (p < 0.05) in the OMD group than the corresponding values in the OBD group, irrespective of whether the variances between two groups were equal or not. The results confirmed that online monolingual dictionary use is significantly effective over online bilingual dictionary use in vocabulary acquisition and retention. Online monolingual dictionaries are thus recommended as a more successful tool to be used by English as a Second language (ESL) learners to improve vocabulary of the undergraduates.

THE PRACTICE OF CREATING AND USING BILINGUAL DICTIONARIES WITHIN A BILINGUAL PROFESSIONAL TRAINING OF FUTURE SOCIAL SPHERE SPECIALISTS

This article represents the practical aspects of creating and using bilingual dictionaries in the conditions of future social workers professional training.Introducing the bilingual education into the educational system of Ukraine is a pressing issue nowadays. Creation and usage of bilingual dictionaries is one of the basic foundations of educational and methodological provision of bilingual professional training in higher educational institutions. The use of bilingual dictionaries is carried out within a certain professional (special) subject. At the Zhytomyr Ivan Franko State University each subject is developed according to the "Regulations on educational and methodological complex" and has the same structural elements. The Regulations establish the same requirements for the content and design of educational and methodological complexes of educational subjects, which are specified in educational programs and curricula.It is relevant that the students of the specialty "Social work" actively use "Terminology Bilingual Dictionary: Social Sphere" in the first year of studying within the course "Introduction to the specialty and system of social work services". The basic terms are learned during lectures, practical and laboratory classes, and independent work in both written and oral forms. Also, the mastery of the terms is checked during the final test work and during the exam. This practice of using the bilingual dictionary is also applied during the study of other subjects in the specialty. The process of bilingual training at the university is divided into four stages of training (according to the developed model of bilingual professional training of future social workers), each of which has developed specific teaching and training materials to provide professional training in such a way. The bilingual dictionary contains the most common concepts of social work with the foreign language translation. In the native language terms are interpreted in several variants, with deep explanations, various classifications, typologies and only the specified term and a brief interpretation of the term are provided in a foreign language. The dictionary also contains a short grammar guide to the English language and a phrasebook of the most common scientific cliches and expressions in English. The dictionary was designed to facilitate the work of students in the study of professional (special) subjects in their native and foreign languages.It is proved that realization of bilingual professional training will provide a conscious attitude of the future specialist to professional activity, development of their outlook, will expand the possibilities of its adaptation in the modern professional, social, informational, scientific realities.

Exploring the present and target academic English language needs of Iranian undergraduate students: a case at the Tabriz University of Medical Sciences

Background: The content for courses for English for specific purposes (ESP) has been largely determined on the basis of the intuitive judgments and personal preferences of syllabus designers and teachers rather than a standard needs analysis. The present study was an attempt at assessing the current English language abilities of undergraduate students majoring in the medical sciences and identifying their target needs for academic success through quantitative and qualitative methods. Methods: The participants included 197 undergraduate students, 12 Teaching English as a Foreign Language (TEFL) teachers, and 15 content teachers from the Tabriz University of Medical Sciences, Iran. Data were collected through a target needs analysis, self-assessment questionnaires, and semi-structured interviews. Results: Pronunciation, technical and general vocabulary knowledge, and use of bilingual dictionaries were regarded as ‘important’ and ‘very important’ target needs by the participants, though some significant differences in perceptions were found between content teachers and students. Writing skill, listening comprehension, and speaking were perceived as the weakest points in the students’ current level of ability. There was also a significant difference between the perception of TEFL teachers and students in assessing the students’ linguistic abilities. Furthermore, both students and TEFL teachers voiced their dissatisfaction with certain areas of ESP courses, such as an inadequate number of credits and heterogeneity of classes. Conclusion: To improve the outcome of ESP courses, they should be designed on the basis of a realistic appreciation of all stakeholders’ perceptions in the field, and they should be taught through the cooperation of both TEFL teachers and content teachers working together.

The Use of Bilingual Dictionaries by Foreign Language Learners

Bilingual dictionaries form good resources for language learners in general, and for foreign language learners in particular. This study mainly examines the strategies employed by FL learners when they use bilingual dictionaries through performing a 10-item translation task. The sample of the present study consists of 25 high-level students, and 25 low- level students enrolled in graduate studies at Al-Balqa Applied University in Jordan. The results of the present study show that high-level of language development learners tended to employ strategies based on the semantic meanings rather than merely lexical forms. In addition, most of them were somehow less likely to consult a dictionary if the meaning of the original word was easy or they knew a possible semantic equivalent. Low level students, on the other hand, tended to employ strategies based on the lexical form, and in certain cases looked for the first word in the dictionary entry as an equivalent. The findings of the present study support Vygotsky (1978) claim that foreign language learners developmental process moves from being object-regulated to, eventually, being self-regulated. Keywords: bilingual, bilingual dictionaries, foreign language learners DOI : 10.7176/JLLL/55-09 Publication date : April 30 th 2019

Bilingual Dictionaries of the Turkic People as Indicator of Identity of Cultures

For acquaintance to the people, its traditions and mentality, first, it is necessary to know its language. Through comparisons of linguistic designs of the native and learned language it is possible to draw parallels, to reveal specifics of thinking and to make overall picture of the world of the people talked in this language to learn its identity. The first assistant, in this case, certainly, are translation dictionaries. In article questions of the emergence of bilingual dictionaries of the Turkic people, their structure, social and cultural functions as translation dictionaries is the major practical grant when studying other language are considered. The aim of this paper is to throw light upon the structure of bilingual dictionaries of Turkic peoples (including Tatar dictionaries) and their first publishing. Due to the changes of peoples’ view to the life and their attitudes towards these changes dictionaries reflect the changes of an active vocabulary of languages. In work development of the Tatar bilingual dictionaries (especially Tatar-Russian and Russian-Tatar lexicographic sources), as one of representatives of the Turkic world is in detail investigated; the structure, methods and methods of drawing up dictionaries are reflected, the analysis is given to dictionary entries, reflecting identity and mentality of the Turkic people. The presented material is the first experience of illumination of mental qualities of the Turkic people, including the Tatar people recorded in the form of lexemes in bilingual dictionaries. They give an objective assessment of mastering of the user of sociocultural competence, reflected in lexicographic sources. Results of this research assist active use of bilingual dictionaries in studying of Turkic languages for the purpose of diagnostics of levels of proficiency as language, and identification by information on the identity of the Turkic people. DOI: 10.5901/mjss.2015.v6n6s2p87

Comparing the Effect of Using Monolingual versus Bilingual Dictionary on Iranian Intermediate EFL Learners’ Vocabulary Learning

This study aimed to investigate the effect of using two types of dictionaries (monolingual and bilingual) on Iranian intermediate EFL learners’ vocabulary learning. An OPT (Oxford placement test, 2001) was administered among 90 students 60 of whom were selected as the participants of this study. They were sophomore students studying English as a foreign language, with the age range of 19-27. They were then divided into two comparison groups: Monolingual Dictionary (MD) and Bilingual Dictionary (BD) groups. A pretest of vocabulary was administered to both groups. Then both groups were given a five-session treatment. One group was taught vocabulary based on monolingual dictionary, and the other group was taught vocabulary through bilingual dictionary. After the treatment, the same version of vocabulary test was given to both groups as posttest to check the effectiveness of the treatments. The results of Paired-Samples and Independent Samples t-tests revealed that the effect of monolingual dictionary on learners’ vocabulary learning was more than that of the bilingual dictionary use. The implications and recommendations will also be presented.

Der Gebrauch zweisprachiger Wörterbücher aus der Sicht italienischer Gemanistikstudierender

Abstract The article analyzes the use of bilingual dictionaries in the translation process of polysemic verbs from Italian into German. The polysemic verbs are described in a contrastive way in order to highlight the specific difficulties of Italian speakers who are learning German as a foreign language. The empirical research focuses on how the Italian students use their dictionary when faced with translation difficulties presented by polysemic verbs. The results show the relationship between difficulties, errors in translation and the use of the bilingual dictionary. A retrospective questionnaire demonstrate what students think about their own use of dictionary, how they approach specific hurdles in the process of translation and how a high language awareness correlates to an effective use of the dictionary.

AN INVESTIGATION INTO BILINGUAL DICTIONARY USE: DO THE FREQUENCY OF USE AND TYPE OF DICTIONARY MAKE A DIFFERENCE IN L2 WRITING PERFORMANCE?

Bilingual dictionary use in L2 writing test performance has recently been the subject of debate. Opinions differ according to how the trait is understood and whether the system favors the process-oriented or product-oriented views towards the assessment and writing skill. Given the need for more empirical support, this study is aimed at investigating the availability of bilingual dictionary use, frequency of use and type of bilingual dictionary (Persian-to-English and/or English-to-Persian) in L2 writing tests. To these ends, 60 Iranian EFL learners, in a counterbalancing procedure, were asked to write 2 timed essays in 2 test conditions: with and without a dictionary. The frequency of use in this study was defined in terms of number of look-ups in the bilingual dictionaries. The t-test between writing mean scores in the 2 test conditions revealed that using a bilingual dictionary made a significant difference in the writing test scores. The results of ANOVA also showed that frequency of dictionary use made a significant difference, but the high frequency of use was not found to be positive. Furthermore, the type of bilingual dictionary was found to be a significant variable, with the highest writing mean score for those who used English-to-Persian dictionaries in writing the essays. Finally, pedagogical implications for L2 learners and teachers are presented.

Raba eno in dvojezičnih slovarjev med študenti anglistike

Raziskava na vzorcu 32 študentov prvega letnika anglistike na Univerzi v Ljubljani v študijskem letu 2009/2010 je pokazala, da študenti uporabljajo vrsto različnih slovarjev, med katerimi je nekoliko več angleškoangleških kot dvojezičnih. Med navedenimi dvoje zičnimi slovarji ni nekaterih najnovejših in najobsežnejših slovarjev za slovenščino, med najpogosteje uporabljanimi slovarji pa se pojavljajo dvojezični slovarji majhnega formata. Študenti že pretežno posegajo po elektronskih in spletnih virih, medtem ko so tiskani manj zastopani, ta trend pa se bo predvidoma še okrepil zaradi novih dvojezičnih spletnih slovarjev. Ugotovitve pomenijo opozorilo učiteljem vseh sektorjev, od osnovne šole prek srednje šole do univerze, saj se kaže potreba po dopolnilnem usposabljanju za rabo dvojezičnih slovarjev, preusmerjanje od tiskanih k elektronskim in spletnim virom pa bo pred vidoma pomenilo tudi spremembo načina dela pri pouku angleščine na vseh stopnjah.

Bilingual dictionaries in tests of L2 writing proficiency: do they make a difference?

Whether test takers should be allowed access to dictionaries when taking L2 tests has been the subject of debate for a good number of years. Opinions differ according to how the test construct is understood and whether the underlying value system favours process-orientated assessment for learning, with its concern to elicit the test takers' best performance, or product-focused assessment of learning, with its emphasis on the discriminatory power of the test. One key study into bilingual dictionaries and writing tests (Hurman & Tall, 1998) concluded that dictionary use improves test scores. This study was influential in a recent decision to ban dictionaries in several high-stakes L2 examinations in the UK. Research into dictionary use in reading tests has suggested, however, that dictionary availability makes no statistically significant difference to test scores. This article presents the findings of a further study into bilingual dictionary use in writing tests that also indicated no significant difference to scores. Considering this finding alongside those of studies other than Hurman and Tall's casts some doubt on whether the UK ban was fully justified.

Mit dem Autoschwimmbad in die Verkehrsmarmelade: Learning to Use Bilingual Dictionaries Successfully

Every teacher can probably relate anecdotes about misapplication of dictionary by students.1 Some are real brain busters, like Ich schlafe zuteilen.2 Others Er links das Zimmer, Er haut unter dem Bett, Ich h6re am liebsten Stein und Br6tchen, and Zu Halloween gibt es hier Kniff oder Extragenul3 are more easily decoded. 3 Most students have acquired a bilingual dictionary of some sort by end of second year of college-level German, and even though a teacher may discourage its use, students feel comfortable using their bilingual dictionary whether or not it actually aids understanding. general, students are more favorably disposed towards bilingual dictionaries than are teachers and (Ard 2; see also Kharma). Stark also found learners have a positive attitude towards dictionaries. Not surprisingly then, bilingual dictionary is used by students not as a last resort but rather as a primary tool. Teaching its proper use responds this reality. In many publications on reading and learning, bilingual dictionary use is discouraged or treated only in passing. Baxter maintains students will learn only employ single lexical items if they use bilingual dictionaries. He prefers monolingual dictionaries, as they lead students to use of conversational definition in speech (325).4 The problem, of course, is dictionary definitions are often too difficult understand, as they are not sufficiently contextualized (cf. Kharma). Fischer maintains definitions presuppose knowledge about word usage, and do not specify contexts in which words are used. It seems most dictionaries are written for people who already know language and who can contextualize definitions. Regardless, Laufer found traditional entry which consists of a definition and an example is indeed best possible entry for an average user (141). Under assumption successful readers possess contextual guessing ability, while less successful readers rely heavily on a bilingual dictionary, methodologists advocate developing reading skills like contextual guessing rather than use of bilingual dictionaries (Nation). But, as Summers notes, not all meanings can be inferred, accurately guessed, or negotiated. Some words just have be looked up. Some research suggests a case for teaching proper use of bilingual dictionaries. Benssoussan finds in test situations, there is little difference between students who are allowed use of a bilingual dictionary and those who are not. In addition, the use of a bilingual dictionary while reading can facilitate learning of vocabulary (Luppescu and Day 275), even though there is a trade-off in reading speed. Moreover, Hulstijn (145) has found that words which were deemed [by students] relevant in terms of reaching goal of reading were looked up more frequently than words deemed irrelevant. He has proposed letting students try comprehend a text following their own strategy, either by using a bilingual dictionary or by guessing.

The use of hyper-reference and conventional dictionaries

A hyper-reference is an online electronic aid that provides immediate access to adjunct information with a direct-return path to the target information. Eighty undergraduate foreign language learners participated in a comparison of hyper-reference and conventional paper dictionary use on the measures of consultation frequency, study time, efficiency, and comprehension. Hyper-reference users consulted over two times as many definitions as conventional dictionary users. Analyses of efficiency (consults per minute) found a higher consultation rate for hyper-reference users than for conventional dictionary users. The study also compared bilingual (Spanish/English) and monolingual (Spanish/simplified Spanish) dictionary use. Bilingual dictionary users consulted 25% more definitions than did monolingual dictionary users. Bilingual dictionary users completed reading in 20% less time than monolingual dictionary users. Efficiency was also higher during bilingual dictionary use than during monolingual dictionary use. Differences in comprehension were not significant. Directions for further research and development concerning electronic text and hyper-references are offered.

Reading, Dictionaries, and Vocabulary Learning

This article focuses on the contribution to vocabulary learning of the use of bilingual dictionaries during reading by 293 Japanese university students studying English as a foreign language. The results of the study show that students who used a dictionary scored significantly better on a vocabulary test than students who did not use a dictionary. However, evidence appeared for differential item functioning: Some items were harder for the group that used dictionaries. A possible explanation for this tendency is that students who were unable to locate the appropriate gloss in the dictionary were misled as to the meaning of the word. Moreover, students who used a dictionary read nearly half as quickly as the group that did not use dictionaries.

The Use of Bilingual Dictionaries by ESL Students while Writing

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Pitfalls for Japanese specialists in english technical writing

To understand a scientific or technical article written in English by Japanese specialists, readers should understand in what areas of English grammar the Japanese tend to make mistakes. Most common are mistakes in the use of articles, subjunctive mood, prepositions, and auxiliary verbs. Also a problem is the use of unsuitable words, often due to the use of bilingual dictionaries. A further complication arises from the absence of the perfect tenses in Japanese.