Use Of Electronic Dictionaries Research Articles

METHODOLOGICAL ASPECTS OF USING MODERN TECHNOLOGIES FOR THE DEVELOPMENT OF ACTIVE AND PASSIVE VOCABULARY OF LANGUAGE STUDENTS IN HIGHER EDUCATION INSTITUTIONS

In today's world, where technologies are constantly evolving, the use of electronic resources is becoming increasingly popular in various fields, including education. This article explores the possibilities of using modern technologies in teaching language students in higher education institutions and their impact on the development of active and passive vocabulary. The study shows that the use of electronic dictionaries, online resources, websites, and mobile applications for developing students' vocabulary positively affects the quality of education and increases vocabulary. In particular, mobile applications and online resources with dictionaries are very useful for developing both active and passive vocabulary. Such learning tools allow students to study at any convenient time and place, ensuring flexibility and efficiency in learning. However, the use of electronic resources for vocabulary development requires an individual approach to each student. Taking into account the individual characteristics of students when choosing methods and means of vocabulary development is essential since each student has their own needs and peculiarities in learning. The study's findings confirm that using modern technologies effectively improves the vocabulary of language students in higher education institutions and ensures their high-quality preparation for language practice. Moreover, the article points out that the effectiveness of using electronic resources depends on their quality and accessibility to students. It is important to consider not only the individual characteristics of students but also the possibilities and limitations of using electronic tools in a specific educational institution. One of the main advantages of using electronic resources for vocabulary development is their accessibility and convenience of use. For example, mobile applications can be used by students at any time and in any place, ensuring maximum learning efficiency. In addition, online resources and websites with dictionaries provide students with the ability to quickly and easily find the necessary words and phrases and check their meanings and usage. However, the use of electronic resources cannot entirely replace traditional ways of vocabulary development, such as reading books, articles, and other texts, as well as classes with a teacher.

ДИДАКТИЧНІ ЗАСАДИ ВИКОРИСТАННЯ ЕЛЕКТРОННИХ СЛОВНИКІВ В ПРОЦЕСІ ВИВЧЕННЯ НІМЕЦЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ

The article analyzes the didactic principles of electronic dictionaries as a type of information and communication technologies when learning German as a second foreign language. The object of analysis was online dictionaries: ABBYY Lingvo, Multitran, Babylon NG, Duden online, Langenscheidt online. These electronic tools are effectively used at the Department of Applied Linguistics of the Lviv Polytechnic National University o in the process of teaching German as a sпecond foreign language and the cycle of translation disciplines for the training of specialists of the first (bachelor) level of higher education in the field 035 "Philology" (disciplines: "Modern German Language", "Practice of Speech", "Translation practice", "Translation workshop"), fields of knowledge 03 "Humanities" in face-to-face, distance and mixed learning conditions. It is noted that in the era of digitization, electronic means of education, in particular lexicographic sources, occupy a significant place in the educational process, becoming an integral part of it, which is explained by the successful competition of electronic sources with their paper counterparts. Electronic dictionaries make it possible to optimize the volume and composition of articles, combine different forms of information presentation (text, sound, graphics, animation), supplement and correct the content of databases, rationally structure information using hypertext technologies. The research is based on scientific and methodological principles regarding the use of electronic dictionaries in the process of learning foreign languages, developed in the works of domestic and foreign authors. It was concluded that the didactically correct use of digital tools (electronic dictionaries) in the process of learning foreign languages serves to form four types of speech activity and translation skills, contributes to the formation of universal language competence and innovative culture of the pupil/student and teacher/teacher.

Хэлний сургалтанд цахим толь бичиг ашиглах асуудалд

This paper aims to find out some issues on the use of electronic dictionaries in the language classroom. Today’s dictionaries are more informative and easy to access among learners than it was before. Electronic dictionaries have been becoming more frequently used devices and applications to the learners at different levels in the EFL/ESL classrooms. In this paper, we carried out a survey among 270 learners at the National University of Mongolia and tried to figure out the reflection of using electronic dictionaries as well as the reason why they are popular in the language classes at the National University of Mongolia.

Developing Dictionary Skills through Monolingual and Bilingual English Dictionaries at Tertiary-level Education in Hungary

Among reference works, dictionaries are particularly important in foreign language learning. Dictionaries provide language learners with a wide range of data, however, wading through the mass of data and information can be a daunting task. Mastering dictionary skills should be important in the language learning process; however, in official educational documents in Hungary, there are no clear guidelines on how to develop these skills. By integrating dictionary skills into the curriculum and teaching them explicitly in lessons, teachers could play an important role in bridging the gap between lexicographers and dictionary users. In the present study, we report on our methods of teaching lexicography and dictionary skills to students at a Hungarian university. The authors are speaking from experience, the discussion and accompanying material are based on more than 15 years of teaching practice. To ensure that the training can meet the expanding needs of young students, a longitudinal study was launched in 2020 to examine students' changing habits and needs. The aims of the article are threefold: first, to encourage the teaching of lexicography at university level by providing concrete methods, then to highlight the importance of dictionary skills, and finally, to emphasise the importance of integrating the effective teaching of the use of electronic dictionaries into dictionary didactics. In this context, the article underlines the need to incorporate new evaluation criteria as well as to develop new skills for digital dictionaries, different from those for print dictionaries, into education. Keywords: teaching lexicography, dictionary didactics, reference skills, dictionary skills, dictionary use, university course design, course evaluation, online dictionaries, evaluation of dictionaries

The use of Electronic Dictionary Strategies among English as a Foreign Language (EFL) Learners

It is true that dictionaries have played an indispensable role in the process of language acquisition, and in the case of EFL learning, this is not an exception. However, in Vietnam, there have not been many studies, research, and materials exploring the use of electronic dictionaries (EDs) as well as instructing EFL learners to employ them effectively. Hence, the aim of this paper is to investigate EFL learners’ use of electronic dictionary (ED) strategies at an English center in Ho Chi Minh City, Vietnam. The study involved 98 EFL learners who were asked to complete the given questionnaire. The quantitative data were analyzed by SPSS to extract their mean, standard deviation, and frequency. The results indicated that the EFL participants only made use of an average number of ED strategies. It is hoped that these introductory findings can be beneficial for other researchers in their studies related to dictionary use as well as providing potential ideas for EFL teachers who want to implement dictionary training into their lessons.

Guessing Verb–Adverb Collocations: Arab EFL Learners' Use of Electronic Dictionaries

Collocational studies have recently attracted a great deal of interest. To date, hardly any study has tackled Arab EFL learners' competency in the use of verb–adverb collocations. This study explores the way advanced Arab EFL learners handle verb–adverb collocations using two learner's dictionaries. The subjects (N = 82) were required to look up 22 verbs, 12 frequent and 10 infrequent, and guess three adverb collocates of each verb. The results showed that even advanced EFL learners had considerable difficulty in providing extra adverb collocates of both frequent and infrequent verbs. Dictionary use was effective; the subjects performed significantly better especially with infrequent verbs. Many reasons were posited for this finding, foremost of which included the subjects' deficiency in collocational skills and the lack of sufficient clues in the definitions to facili­tate dictionary users' correct use of collocations. Whereas knowledge of the meaning of the stimuli was found to be a significant contributing factor to the subjects' overall collocational competence, basic prior training in dictionary usage did not show any positive impact on their overall perform­ance.

Some issues on the use of electronic dictionaries in the language classroom

Some issues on the use of electronic dictionaries in the language classroom

Использование электронных словарей русского языка в научно-исследовательской работе студентов (на материале интернет-конкурса «Знатоки русского языка»)

Soboleva Olga Vladimirovna The article summarizes the experience of the use of electronic dictionaries of the Russian language in the preparation of tasks of All-Russian Internet competition «Experts of the Russian language» between the years 2009-2014. Examples of jobs posted on the reference and information portal «Gramota.Ru» in compiling that data orthoepic, spelling and dictionaries of the Russian language were used. It is outlined the main problems that arise when working with students of electronic dictionaries: incorrect choice of the form the words to search for in the dictionary; the use of a mobile version of the site instead of the main; wrong choice of vocabulary necessary to perform the job; incorrect interpretation contained in a dictionary entry. The prospects of working with electronic resources in the organization of the next competition in 2016. Key words : Russian lexicography, Russian dictionaries, e-dictionaries, research work of students, Internet-contest.

The Use of Electronic Dictionaries in EFL Classroom

<p><em>Today’s dictionaries have more information and are easier to access and to understand than ever before. And, with the advent of electronic formats, space is no longer the problem it was. </em><em>Electronic dictionaries have become more and more attractive, accepted and popular to EFL learners at different levels, using electronic dictionaries in EFL classroom has gradually become an alternative to many. As for teachers, helping students tap into electronic dictionaries effectively is one of the best ways to help them become independent, lifelong language learners. In this essay, the functionality of electronic dictionaries and reasons why they are popular in EFL class will be introduced. Also, some of the current issues related to the integration of electronic dictionaries into EFL instruction and learning will be identified and discussed. The author’s views towards this topic will be presented as well, based on the observation and reflection of using electronic dictionaries in EFL classes at a Chinese university.</em></p>

The role of qualitative approaches to research in CALL contexts: Closing in on the learner’s experience

The article considers the role of qualitative research methods in CALL through describing a series of examples. These examples are used to highlight the importance and value of qualitative data in relation to a specific research objective in CALL. The use of qualitative methods in conjunction with other approaches as in mixed method research designs are a particular focus. It is argued that qualitative methods are especially effective when used in this way.
 
 The discussion also aims to elaborate upon the role of qualitative approaches within CALL specifically, as a domain for research study with particular attributes that require a qualitative orientation. Here the use of electronic dictionaries is considered. Dictionary use is suited to such a discussion because it occurs frequently in everyday life, suggesting a qualitative approach, as well as in research studies that are strictly controlled, as in a quantitative approach. The contrast is instructive and helps demonstrate the respective strengths and limitations of each method. 
 
 Also central to the discussion is the language learner. A number of the studies described emphasize the importance of listening to the students’ voice in the qualitative component (e.g., Conole, 2008; Jones, 2003). It is in the unpacking of what students actually do moment-by-moment in CALL tasks and activities that best illustrate the strengths of qualitative methods in enhancing our understanding of mediated learning and thereby driving productive research agendas.

An Exploration of the Effects of Electronic Dictionaries on Iranian Intermediate EFL Learners’ Reading Comprehension

This research examined the L2 learners’ use of electronic dictionaries compared to printed dictionaries. Nowadays, with the advancement and growth of technology, there has been a shift of trend from traditional paper dictionaries to online and electronic dictionaries. In this study the learners’ questionnaire, a reading textbook, a paper dictionary, an electronic dictionary, a reading comprehension test, and the semi-structured interviews were employed as instruments. At first, two questionnaires and the semi-structured interviews were conducted to identify the attitudes and beliefs of EFL learners in relation to the effectiveness of paper and electronic dictionaries on Iranian intermediate EFL learners’ reading comprehension. TOEFL Reading Flash: The Quick Way to Build Reading Power by Milada Broukal (1997) was used as the reading textbook. The Seventh edition of the Oxford Advanced Learner’s Dictionary authored by Hornby (2005) was chosen as the paper dictionary. The other dictionary used in this study was an equivalent electronic version of Oxford Advanced Learner's Dictionary on a CD-ROM as the electronic dictionary. The Statistical Package for Social Sciences (SPSS, 20) was used in order to analyze required statistics. A series of paired-sample t tests were run to examine the learners' reading comprehension scores. In addition, a series of chi-square tests were run to analyze the questionnaires. As results showed, electronic dictionary use has positive effect on learners’ reading comprehension skills and also electronic dictionaries help learners’ vocabulary learning. The implications of the findings are discussed and suggestions are made for future research.

A Study on Developing Materials for Strategic Use of Electronic Dictionaries for Korean English Learners’ Self-regulated Writing

A Study on Developing Materials for Strategic Use of Electronic Dictionaries for Korean English Learners’ Self-regulated Writing

Comparing Electronic Dictionary Functions and Use

The aim of this study is to review general findings about the changing use of electronic dictionaries (EDs) by Japanese college students of English as a foreign language. Subjective survey feedback from students using such computerized dictionaries is reviewed, and records of their objective performance on various vocabulary lookup and learning tasks are compared. This study presents a descriptive survey of Japanese freshmen students' use of various electronic dictionaries, a brief survey of graduate students' use of online dictionary, reading and vocabulary sites, and a comparison with other research studies investigating learners' degree of use of EDs. Many overall trends are clearly discernable by comparing these findings that can help us improve language learning by means of more precise and effective guidance and recommendations concerning the use of EDs. Based on these findings, practical recommendations for improving both vocabulary learning and systematic strategy training in the effective use of electronic dictionaries are given. Finally, suggestions for further research are provided to help raise learners' awareness of various useful functions within their EDs. In this paper, research done over the years on EDs relative to their impact on second language vocabulary acquisition will be discussed first. Next, a two-part study of graduate versus undergraduate Japanese college students' use of EDs will be discussed, together with outcome and implications. Finally, suggestions for further research will be offered.

Dyslexie en Het Elektronisch Woordenboek

This study focuses on the use of electronic dictionaries by students with dyslexia. As opposed to what is known about paper dictionaries, the electronic dictionary used in this study was frequently consulted during the reading of a digital text in a foreign language. Students with dyslexia were also able to utilize this resource. They searched for high-frequency words significantly more than non-dyslexic students with the same vocabulary. Because the electronic dictionary was easy to manage, some students used it as a reading machine. Students with dyslexia and non-dyslexic students spent the same amount of time reading a digital text. The range of the reading vocabulary of the students, in contrast to the dyslexia factor, appeared to influence the reading tempo and word retention. To stress upon vocabulary growth appears to be an important goal in the intervention of reading problems.

Analyse automatique des mots polylexicaux en norvégien

In some Germanic languages, like Norwegian, words can be produced by concatenation of other words. When these compound words are frozen expressions, we just have to list them into dictionaries. When they are free combinations, on the other hand, their productivity makes it impossible to describe them exhaustively by means of a list. To solve this problem, we present in this paper an automatic procedure for analysing such compound words in Norwegian. This procedure is based on the use of electronic dictionaries.

Word Formation in Electronic Dictionaries

Word Formation in Electronic Dictionaries Pius ten Hacken In this article I will discuss various aspects of the relationship of word formation to dictionaries. Although the focus here is on electronic dictionaries, the discussion will also touch on certain types of dictionaries for human use, especially learner's dictionaries. I propose that an approach diverging significantly from the traditional treatment of word formation in dictionaries has decisive advantages for the development and use of electronic dictionaries, and that some of these advantages carry over to the treatment of word formation in learner's dictionaries . In section 1 the problem is explained. Section 2 is devoted to a review of some approaches that are modeled on the traditional division of labor between dictionaries and grammars. In section 3 the approach incorporated in Word Manager is presented, which has a number of advantages compared to the approaches discussed in section 2. Section 4 outlines a way of using these advantages in learner's dictionaries . Section 5 summarizes the conclusions. 1. Introduction One of the most common ways for the vocabulary of a language to be extended is by the creation of new words by word-formation rules. Word formation is traditionally divided into derivation, e.g., forming regularize from regular, and compounding, e.g., forming bookshop from book and shop. Word formation as a whole, considered as a component of interacting rules, is very productive. A rule such as the one adding -ness to adjectives can apply to almost any adjective, and the adjective itself may be the result of another word-formation rule, e.g., adding -ful or -less to a noun (fruitful ) . The meaning of such words is largely predictable on the basis of their components, but various de- Word Formation ¡? Electronic Dictionaries1 59 grees of irregularity may arise once the new word exists. Thus, textbook and modifier have specialized senses that are more specific than can be predicted on the basis of the rules and the words to which they apply. 1.1. Electronic and other dictionaries In dictionaries for human users, word formation is usually not seen as a major issue. There is an almost general consensus that can be summarized as follows: it is impossible to achieve completeness because of the productivity of word formation and at the same time unnecessary to aim for it because of the regularity of the new words. Of course irregular cases should be treated, but there is no need to treat a compound like textbook as being any different from simple words such as textile. As far as the relationship of text and book is relevant, it is reasonable to expect that any user will immediately recognize this relationship . Regular cases such as yellowness are typically given as run-on entries without definition, considering space limitations. This treatment is legitimized by the assumption that human users of the dictionary know the word-formation rules of their language and can apply them even without being consciously aware of them. Electronic dictionaries are different from dictionaries for human users primarily because they are intended for use by computers in systems developed in computational linguistics (CL). Examples of CL systems are grammar checkers, machine translation systems, and dialog systems giving access to information encoded in a database. In general, CL systems are programs that make the computer perform certain tasks dependent on human language. The properties of computers differ greatly from those of human dictionary users and in order to fulfill the users' needs, electronic dictionaries should be set up quite differently from dictionaries for human users. The basic differences are that electronic dictionaries are more explicit and more specialized. Explicitness is required because only information expressed in a formalism the computer can read is accessible to the CL system. Specialization is required not only for areas we find in human dictionaries, e.g., language and subject area, but also for the task of the CL system, the theory used in the approach to this task, and the formalism with its exact interpretation. As a consequence of these differences, two important issues in the production of electronic dictionaries are reusability and consistency . Specialization results in an increasing number of different die- 160Pius ten Hacken...

ВИКОРИСТАННЯ СУЧАСНИХ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ У НАВЧАННІ ДАВНЬОГРЕЦЬКОЇ МОВИ СТУДЕНТІВ ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДІВ

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