Introduction
To effectively learn a foreign language, especially English, learners frequently rely on dictionaries These valuable resources significantly aid in the study process, enhancing understanding and vocabulary acquisition.
Dictionaries play a crucial role in vocabulary acquisition, aiding students in understanding word meanings and enhancing their study habits (Xu, 2010, p 522) By utilizing dictionaries, learners can effectively remember and integrate new vocabulary into their studies.
There are two main types of dictionaries: printed and electronic Printed dictionaries come in two sizes, large and heavy or small and portable, while electronic dictionaries are accessible on various devices like computers, smartphones, and laptops, often featuring pronunciation capabilities According to Laufer and Hill (2010), users of electronic dictionaries can look up significantly more words than those who rely on paper dictionaries However, Xiaohui Xu argues that paper dictionaries offer deeper understanding and better retention of word meanings during the consultation process (2010, p 522).
Dictionaries can be classified into two main types: bilingual (or translation) dictionaries, which translate words into a second language and are typically used by beginners, and monolingual dictionaries, which provide definitions in a single language and cater to more advanced learners Additionally, there are various other types of dictionaries based on their specific functions, such as collocations, idioms, and thesauruses The debate over which type of dictionary is more beneficial for students often centers on their reading comprehension and ability to look up words effectively, yet it frequently overlooks the users' preferences and habits in dictionary usage.
Two dictionaries were provided to learners, but teachers were not consulted for suggestions on how to use dictionaries in specific subjects or which types of dictionaries they recommend for students Consequently, further research is necessary to explore the perspectives of both users and educators regarding dictionaries.
This thesis aims to explore the frequency of dictionary usage among fourth-year students at the Faculty of Foreign Languages at HCMUTE, as well as the correlation between dictionary use and students' English learning performance Additionally, it seeks to gather insights from faculty lecturers regarding their perspectives on the use of dictionaries in language learning.
1 What are Faculty of Foreign Languages seniors’ attitude and purposes of using dictionaries?
2 What are students’ preferences in using dictionaries?
This thesis explores the relationship between students' use of dictionaries and their academic achievement, structured into six chapters The second chapter provides a literature review that analyzes prior research related to the topic, highlighting existing gaps and establishing the rationale for the current study, which leads to the formulation of research questions.
Chapter 3 outlines the methodologies employed in this thesis, highlighting the design of a questionnaire and the conduction of interviews to gather reliable data The primary research subjects are senior students from the Faculty of Foreign Languages at HCMUTE, along with interviews from selected lecturers to obtain valuable insights Additionally, the chapter details the procedures for data collection and analysis.
The results of finding are presented in Chapter 4, which is divided in to 5 main parts with the help of different types of tables, figures and explanation
Chapter 5 addresses the research questions, comparing the findings with previous studies and evaluations It highlights the thesis's contributions to English learning for seniors and lecturers at the Faculty of Foreign Languages.
Chapter 6 encapsulates the study's objectives and methodologies, summarizing key findings while highlighting the research's significance and limitations Additionally, it offers practical recommendations for educators and learners.
Literature review
There exist a number of definitions, classifications and opinions about dictionary
The term "dictionary" elicits varied interpretations among individuals, as noted by Bradley (1986), who suggests it commonly represents a resource for word meanings and additional information Hartmann (1991) describes a dictionary as "a book of sayings," while Zgusta (1971) provides further insights into its definition, emphasizing its role in language and communication.
A dictionary is an organized collection of linguistic expressions derived from the communication patterns of a specific speech community It provides insights into the meaning of each term while also offering essential information about its usage within that community.
As stated by British Council and BBC Teaching English (2006), dictionaries are believed to “develop learner autonomy” by providing “meanings, collocations, examples of use and standard pronunciation”
In addition to general dictionaries, specialized dictionaries serve specific purposes, such as picture dictionaries, collocation dictionaries, phrasal verbs dictionaries, and those focused on business or medical terminology This article specifically explores linguistic dictionaries, which are primarily utilized by linguistics students.
According to Stein (2002), every second language (L2) learner utilizes a dictionary at some point in their learning journey While some studies, such as those by Knight (1994) and Wingate (2002), suggest that dictionary usage increases with higher proficiency levels, other researchers present contrasting viewpoints.
Varantola (1997; 1998b) found that users of intermediate level are the people who use dictionaries most frequently
People frequently utilize dictionaries for various purposes, as highlighted in Tarp's study (2000, pp 195, 196) They seek information about their native language, explore foreign languages, compare their native tongue with others, and gain insights into culture and the world at large.
According to Marckwardt (1973), dictionaries provide unique insights into language that are often absent in other resources A comprehensive dictionary includes valuable information on grammar, usage, synonym differentiation, the application of derivative affixes, and the distinctions between spoken and written English, which are typically not covered in textbooks.
In “Paper Dictionary or Electronic One?” of AlBulushy (2012), besides word meanings, dictionary also supplies users with spelling, synonyms, parts of speech, pronunciation of words, origin of words, etc
According to the British Council and BBC Teaching English (2006), dictionaries can be classified into four main categories: monolingual and bilingual dictionaries based on language, and paper and electronic dictionaries based on format, with online dictionaries included in the electronic category Additionally, there are various specialized dictionaries named for their specific functions, including collocations dictionaries, idioms dictionaries, and thesauruses.
Monolingual dictionary is known as one of the most popular kinds of linguistic dictionary
A monolingual dictionary is “a type of reference work in which the words of a language are
Monolingual dictionaries play a crucial role in language learning by providing comprehensive treatment of high-frequency words and contextual definitions, which are essential for students' understanding and usage of English (Underhill, 1985; Baxter, 1980) Encouraging students to utilize these dictionaries, both in and out of the classroom, maximizes their opportunities for practice (Bensoussan, Sim, & Weiss, 1984) While there is a variety of monolingual dictionaries available, they generally adhere to key principles, such as limiting word lists to essential terms while offering detailed information, including pronunciation, grammatical details, idiomatic expressions, and simple definitions (Béjoint, 2000) However, many students remain unaware of the valuable resources their monolingual dictionaries offer (Béjoint, 1981).
In addition to monolingual dictionary, students also utilize bilingual dictionary
A bilingual dictionary offers immediate translation equivalents, making it especially useful for swiftly understanding names of plants and animals, as well as technical terms In contrast, an EFL dictionary provides comprehensive definitions, numerous examples, and detailed guidance on the correct grammatical usage of words.
Another researcher, Gouws (2004) defined a bilingual dictionary as a dictionary “in which lexical items from two given partner languages are co-ordinated (p 269) Park (2001)
A recent survey revealed that Korean students learning English heavily rely on bilingual dictionaries to understand word meanings Additionally, Hartmann's 2002 research indicates that these dictionaries are primarily utilized for translation between languages.
A bilingual dictionary offers both advantages and disadvantages Key strengths include a wealth of information, quality scholarly work, and a focus on user needs However, the weaknesses often outnumber the strengths, with issues such as redundancies, coverage gaps, limited user involvement in equivalence selections, restricted information, and the absence of formal thesaural functions Additionally, Walter (1996) highlights that the fundamental challenge lies in the lack of equivalence between languages.
Comparison between monolingual dictionary and bilingual dictionary
The debate over whether students should use monolingual or bilingual dictionaries continues among educators and researchers Laufer and Melamed (1994) found that unskilled users benefit more from bilingual dictionaries, while skilled users achieve better results with monolingual dictionaries Average learners often use monolingual dictionaries primarily for comprehension Bilingual dictionaries are favored for quick searches, but monolingual dictionaries offer deeper insights into the lexical system (Bejoint & Moulin, 1987) Laufer and Melamed (1994) also noted that monolingual dictionaries provide more specific information, including collocations and connotations Scholfield (2005) observed that successful learners prefer monolingual dictionaries for the additional information they provide beyond definitions Furthermore, teachers (Yorkey, 1992; Stein, 2002) generally advocate for the use of monolingual dictionaries Conversely, Varantola (1998) suggested a strategy where students first use a bilingual dictionary to find a word and then verify it with a monolingual dictionary.
Monolingual dictionaries are essential for enriching vocabulary, as they offer insights into word origins, collocations, and connotations Loucky (2003) noted that many linguistic learners in Japan often rely on various dictionaries rather than just monolingual ones While bilingual dictionaries can be useful for quickly checking meanings, they fall short in providing comprehensive language understanding It's also important to recognize that dictionaries aren't always necessary; in reading practice and listening or speaking exercises, making educated guesses is often encouraged.
The paper dictionary, considered one of the oldest forms of reference, ranges from portable pocket-sized editions to extensive multi-volume collections (AlBulushy, 2012) Despite its historical significance, a study by the British Council and BBC Teaching English (2006) revealed that students find large dictionaries cumbersome and inconvenient to transport to school.
Bilingual Dictionaries To Help Maximize English Vocabulary Learning at Japanese Colleges by
According to Loucky (2003), only 20% of students frequently carry paper dictionaries, leading to the recommendation of purchasing a mini dictionary for classroom use and a larger one for home study Students typically prefer dictionaries from reputable publishers like Oxford.
University Press, Cambridge University Press, Vietnam Institute of Linguistic, etc
Methodology
This study is based on a survey and interviews conducted with senior students from the Faculty of Foreign Languages at HCMC University of Technology and Education These students are expected to have positive attitudes and experience in utilizing various types of dictionaries for learning subjects, including General English and other English-related courses.
The study employs a Google Form questionnaire to gather qualitative and quantitative data on students' dictionary usage habits, frequency, and opinions Additionally, interviews with four faculty lecturers provide further insights into students' engagement with dictionaries.
Out of approximately 90 seniors in the Faculty, 70 students participated in the study, all of whom have utilized dictionaries throughout their English learning journey Furthermore, I had the privilege of interviewing four lecturers who teach Listening - Speaking 4, Reading 4, and Writing courses.
5 and English for Mechanical Engineering
An online questionnaire was administered to 70 participants, who voluntarily completed it individually within ten to fifteen minutes Direct interviews, lasting five to ten minutes, were conducted in either English or Vietnamese, with the interviewees' consent for transcription and recording of their responses for further analysis The quantitative analysis utilized SPSS 22.0, focusing on correlations to explore the relationship between students' GPA and their attitudes towards using dictionaries, as well as the connection between these attitudes and their frequency of use.
14 dictionary using in each subject The Independent-Samples T tests were used to compare the scores of students with four kinds of dictionaries
The questionnaire consists of 23 questions: 5 multiple-choice, 10 checkbox, 3 ranking items and 5 short answers Participants are asked to provide their name and cumulative GPA in
Question 1 Questions 2, 3, 4 and 5 ask students to give their exact score in four subjects,
The article highlights the recent English subjects learned by seniors, including Listening - Speaking (4), Reading (4), Writing (5), and English for Mechanical Engineering, indicating their proficiency levels It explores students' purposes for using dictionaries, categorized into entertainment, education, communication, and other uses Specific purposes for English learning are assessed, such as looking up meanings, finding translations, checking spelling and grammatical functions, and understanding synonyms, antonyms, and collocations Students rate their engagement with various subjects, including Listening - Speaking, Reading, Writing, Linguistics, English Language Teaching Methodologies, and Major subjects, along with their perceptions of dictionary usefulness Additionally, the article examines the time students dedicate to using dictionaries and provides insights on four types of dictionaries.
The study investigates the types of monolingual and bilingual dictionaries used by students, focusing on the challenges they encounter Questions 11 and 12 address the use of monolingual dictionaries, while Questions 13 and 14 explore bilingual dictionaries Additionally, a similar format is applied to examine both paper and electronic dictionaries in Questions 16 and 17.
The article discusses a survey that presents students with various dictionary options in questions 15 and 20, allowing them to express their preferences It utilizes a 5-level scale, ranging from "Always" to "Never," to assess the dictionaries students typically use and those they believe an English major should utilize, as outlined in questions 21 and 22 Finally, question 23 explores the students' intentions regarding dictionary usage post-graduation.
In a recent interview, lecturers shared their insights on seniors' behavior and provided practical advice on effective dictionary usage They addressed a set of five key questions, highlighting the importance of understanding seniors' perspectives and offering strategies to enhance their dictionary skills.
1 What do you think about dictionary using of senior students in Faculty of Foreign Languages?
2 In your opinion, what is a good way of using dictionary?
3 Which kinds of dictionaries do you suggest to senior students? Why?
4 Do you think dictionary can affect students' academic achievement? Why/ Why not?
5 Do you encourage students to use dictionaries in your subject? Why/ Why not?
This chapter has presented the participants and the tools utilized to examine the dictionary usage among last year students at the Faculty of Foreign Languages The analysis and discussion of the collected data will be addressed in the following chapter.
Findings
Students ’ use of dictionary
In this section, the information and statistics from the questionnaire are illustrated by tables and graphs, which will become the foundation for further discussion
Figure 1: The purpose of using dictionaries
The bar graph illustrates that the primary use of dictionaries among learners is for educational purposes, with 69 students selecting this option In contrast, the secondary uses are closely matched, as 27 students utilize dictionaries for entertainment and 23 for communication Notably, there are no other significant functions associated with dictionary usage.
The purpose of using dictionaries
Figure 2: The purposes of using dictionaries in English learning
The table outlines students' educational purposes, revealing that the most common goal, with 67 students, is looking up meanings in English Checking pronunciation ranks second, chosen by 60 seniors, while checking spelling and word forms, as well as finding synonyms and antonyms, occupy the third and fourth positions Additionally, students seek Vietnamese translations, examples of words in context, collocations, and grammatical functions.
To find examples of the words in natural language
To look up the collocations
To check the synonyms and antonyms
To check the grammatical functions
To check the spelling and the forms of the word
To find the Vietnamese translation of the words
To look up the meanings in English
The purposes of using dictionaries in English learning
Figure 3: The frequency of using dictionaries
The "Rarely" option is the most frequently selected choice, whereas "Always" is the least common Among the subjects, English Language Teaching Methodologies stands out with the highest "Always" rating, having 4 students This subject consistently maintains its leading position in the "Usually" category as well.
In the analysis of student preferences, reading skill subjects emerged as the top choice, selected by 44 learners, indicating a rare usage of dictionaries Conversely, writing skill subjects were identified as the area where the majority of students do not utilize dictionaries at all.
English for Specific Purposes subjects
Linguistic subjects Writing skill subjects
The frequency of using dictionaries
AlwaysUsuallySometimesRarelyNever
The pie chart illustrates that a significant majority of students recognize the usefulness of dictionaries, with a strong belief expressed by most Specifically, 33% of students agree on their utility, while only 1% are uncertain about their value, and notably, no students hold a contrary opinion.
Figure 5: The amount of time spending on using dictionaries per week
Students' attitude of the usefulness of dictionaries
The amount of time spending on using dictionaries per week
A survey of 29 participants revealed that the majority spend between 30 minutes to an hour each week using dictionaries Additionally, 20 respondents indicated they use dictionaries for less than 30 minutes, while 17 reported usage of 1 to 2 hours weekly Only 4 seniors provided alternative responses.
Comparison between four types of dictionaries
Figure 6: Monolingual dictionaries’ using Oxford Dictionary is the most popular monolingual dictionary used by 64 seniors
Cambridge Dictionary and Longman Dictionary come after that There are six students who claimed to use other dictionaries such as Ozdic, Urban dictionary, etc
Obstacles in using monolingual dictionaries Number of students
Cannot find the equivalent word in Vietnamese 44
Table 1: Obstacles in using monolingual dictionaries
Others Collins Dictionary Merriam Webster Dictionary
Using a monolingual dictionary can pose challenges for learners, as over half struggle to find equivalent words in Vietnamese Additionally, 26 students find complicated explanations difficult to understand, and many experience low speed as a significant barrier.
Bilingual dictionaries appear to have fewer reliable sources compared to monolingual dictionaries In a survey, half of the participants preferred the Oxford Advanced Learner’s Dictionary with Vietnamese Translation and English-Vietnamese dictionaries from various publishers Other popular choices included the Lac Viet mobile phone dictionary and the Laban online dictionary.
Vietnamse - English dictionaries from any publishers
Oxford Advanced Learner's Dictionary with Vietnamese Transalation
Obstacles in using bilingual dictionaries Number of students
Cannot decide the equivalent word in English 21
Cannot know which word is suitable for which situation 43
Have to check the meaning and usage again in the monolingual dictionaries
Table 2: Obstacles in using bilingual dictionaries
The table highlights that a significant barrier for users is the challenge of using words in appropriate contexts Additionally, nearly half of the users reported difficulties with verifying definitions in monolingual dictionaries and understanding collocations.
A significant majority of students, approximately 75%, utilize both monolingual and bilingual dictionaries in their studies However, it is evident that learners show a preference for monolingual dictionaries over bilingual ones, despite the limitations associated with each type.
Students' choices between monolingual dictionaries and bilingual dictionaries
Monolingual dictionaries Bilingual dictionaries Both of them are good.
Both of them are not good.
A survey revealed that the most commonly used paper dictionaries among students are English-Vietnamese dictionaries (45 users) and English-English dictionaries (40 users) Notably, over three-quarters of seniors who chose the "Others" option indicated a shift away from traditional dictionaries, citing their preference for accessing a variety of dictionaries on mobile phones and laptops.
Obstacles in using paper dictionaries Number of students
Lack of using dictionaries skills 10
Hard to update the new version 36
Must know the exact spelling of the word 17
Table 3: Obstacles in using paper dictionaries
Users often face challenges such as slow performance, excessive weight, and difficulties in updating to new versions, which are important factors to consider.
Recent trends show that the majority of students prefer using dictionary applications on smartphones or online dictionaries for their studies, while a smaller number still rely on CD-ROM or pocket electronic dictionaries Interestingly, only one participant reported not using any form of electronic dictionary.
Obstacles in using electronic dictionaries Number of students
Rely on the electricity source 28
Easy to be distracted by other functions 30
Difficult to note the information 22
Table 4: Obstacles in using electronic dictionaries
Despite the benefits of these tools, students face several challenges, including distractions from additional features, reliance on electricity, inconsistent definitions, and difficulties in identifying key information.
Dictionaries on CD-ROM (packed with a paper dictionaries)
Figure 8: Students’ choices between paper dictionaries and electronic dictionaries
Figure 11: Students' choices between paper dictionaries and electronic dictionaries
When being asked to make choices, 50% of the last year learners said that they use both two kinds Furthermore, about 39% choose electronic dictionaries when others use paper dictionaries
Figure 12: The English seniors’ frequency of using dictionaries in terms of 4 kinds of dictionaries
Always Usually Sometimes Rarely Never
The English seniors’ frequency of using dictionaries
Paper monoligual dictionaries Paper bilingual dictionaries
Students' choices between paper dictionaries and electronic dictionaries
Paper dictionaries Electronic dictionaries Both of them are good.
Both of them are not good.
The data indicates that despite students recognizing the importance of using monolingual dictionaries, they predominantly rely on bilingual dictionaries in practice Specifically, 30 students reported always using bilingual dictionaries compared to 29 who always use monolingual dictionaries Furthermore, 42 students usually use bilingual dictionaries, while 39 prefer monolingual ones Interestingly, their ideal preferences reveal a contrasting trend, with 29 learners selecting monolingual dictionaries in the "Always" category versus only 16 for bilingual dictionaries, and in the "Usually" category, 66 students chose monolingual dictionaries compared to 55 for bilingual ones.
Data analysis reveals a clear preference for electronic dictionaries among students In the first two sections, 50 and 58 students opted for electronic dictionaries, compared to only 9 and 23 who chose paper dictionaries Similarly, Figure 13 indicates that 29 students consistently use electronic dictionaries, while 16 prefer paper dictionaries Furthermore, in the "Usually" category, 71 students selected electronic dictionaries, against 50 for paper dictionaries This trend underscores the growing reliance on electronic resources among students.
Always Usually Sometimes Rarely Never
The English seniors’ ideal frequency of using dictionaries
Paper monoligual dictionaries Paper bilingual dictionaries
28 and Usually columns of electronic dictionary in two figures are always higher in number of students than those of paper dictionary
A significant 90% of students express a positive intention to continue using dictionaries after graduation, highlighting their value as an essential resource In contrast, only 4% of students exhibit uncertainty regarding the use of dictionaries.
The next part was painstakingly analyzed by SPSS 22.0.
Correlation between students ’ attitude and the use of dictionary
Student's intention to use dictionaries after graduating
Table 5: Correlations between students’ GPA and their attitude of the usefulness of dictionaries
As we can see from the table, the level significance is 0.560, which means that there is no relationship between users’ GPA and their attitude of the usefulness of dictionaries
IN ENGLISH FOR SPECIFIC PURPOSES
* Correlation is significant at the 0.05 level (2-tailed)
Table 6: Correlations between students’ attitude of the usefulness of dictionaries and their frequency of using dictionaries in English for Specific Purposes subjects
Table 6 shows that there was a connection between seniors’ attitude and using dictionaries in English for Specific Purposes subjects Similar correlation test were carried out
The study revealed that there were no significant correlations between students' attitudes and their frequency of dictionary use in the subjects of Listening, Speaking, Reading, and Writing, as indicated by 2-tailed results all exceeding 0.05.
Correlation between students ’ frequency of using dictionary and their
Table 7: Correlations between students’ frequency of using dictionaries in Listening – Speaking subjects and their achievement in Listening – Speaking 4
Table 7 indicates that there is no significant correlation between seniors' frequency of dictionary use in Listening – Speaking 4 and their scores in that subject Similar findings were observed in Reading 4, Writing 5, and English for Mechanical Engineering However, a notable relationship was established between English for Specific Purposes and the students' attitudes.
Comparison between types of dictionary using and GPA
Bilingual N Mean Std Deviation Std Error Mean
In Table 8, the descriptive statistics reveal that the mean scores for students utilizing monolingual dictionaries is 7.3846, while those using bilingual dictionaries average at 7.5357, indicating a minimal difference in performance between the two groups.
Table 9: Independent-Samples T test for monolingual dictionaries and bilingual dictionaries
The analysis reveals a significance value of 0.445, indicating no significant difference in GPA between students utilizing monolingual and bilingual dictionaries Additionally, five other Independent-Samples T tests were conducted, confirming that there are no notable differences or effects on GPA associated with various types of dictionaries.
Levene's Test for Equality of Variances t-test for Equality of Means
95% Confidence Interval of the Difference Lower Upper GPA Equal variances assumed 025 877 -.782 18 445 -.15110 19328 -.55717 25498 Equal variances not assumed -.779 12.265 451 -.15110 19405 -.57289 27069
This chapter 4 has analyzed all the findings recorded from the questionnaire with the help of a great number of visual aids
Discussion
What are Faculty of Foreign Languages seniors ’ attitude and purposes of using dictionaries?
What is the relationship between students ’ dictionary use and academic achievement?
Chapter 3 outlines the methodologies utilized in this thesis, highlighting the design of a questionnaire and the conduction of interviews to gather reliable data The primary research subjects are senior students from the Faculty of Foreign Languages at HCMUTE, with additional insights obtained through interviews with faculty lecturers for more constructive feedback The chapter further details the procedures for data collection and analysis.
The results of finding are presented in Chapter 4, which is divided in to 5 main parts with the help of different types of tables, figures and explanation
Chapter 5 includes discussions in relation to the research questions In addition, there are also comparisons between the results of the data and the opinions from the previous researches and studies and an evaluation of the thesis’s contribution to English learning of seniors and lecturers in Faculty of Foreign Languages
Chapter 6 encapsulates the objectives and methodologies of the study, providing a comprehensive summary of the findings It highlights the significance and limitations of the research while offering practical applications for both educators and learners.
There exist a number of definitions, classifications and opinions about dictionary
The term "dictionary" elicits varied interpretations among individuals, as noted by Bradley (1986), who suggests it typically refers to a comprehensive volume that provides meanings and additional details for words Hartmann (1991) describes a dictionary as "a book of saying," while Zgusta (1971) offers further insights into its definition.
A dictionary is an organized collection of linguistic forms derived from the speech patterns of a specific community, designed to help qualified readers comprehend the meaning of each term while providing insights into its function within that community.
As stated by British Council and BBC Teaching English (2006), dictionaries are believed to “develop learner autonomy” by providing “meanings, collocations, examples of use and standard pronunciation”
In addition to general dictionaries, there are specialized dictionaries tailored for specific needs, such as picture dictionaries, collocation dictionaries, phrasal verb dictionaries, and those focused on business or medical terminology This article, however, will concentrate solely on linguistic dictionaries, which are primarily utilized by students of linguistics.
Stein (2002) emphasizes that all second language (L2) learners utilize dictionaries at some point in their learning journey While some studies, such as those by Knight (1994) and Wingate (2002), suggest that dictionary usage increases with the learner's proficiency level, other researchers present contrasting views on this trend.
Varantola (1997; 1998b) found that users of intermediate level are the people who use dictionaries most frequently
People frequently turn to dictionaries for various reasons, as highlighted by Tarp's study (2000) They seek information regarding their native language, insights into foreign languages, comparisons between their native and foreign languages, and cultural knowledge about the world at large.
Marckwardt (1973) emphasized that dictionaries provide unique linguistic insights not available in other resources A comprehensive dictionary includes essential information on grammar, usage, synonym differences, the application of derivative affixes, and the distinctions between spoken and written English, which are often overlooked in traditional textbooks.
In “Paper Dictionary or Electronic One?” of AlBulushy (2012), besides word meanings, dictionary also supplies users with spelling, synonyms, parts of speech, pronunciation of words, origin of words, etc
According to the British Council and BBC Teaching English (2006), dictionaries are primarily categorized into four major types: monolingual and bilingual dictionaries, which differ based on the language used, and paper and electronic dictionaries, with online dictionaries falling under the electronic category Additionally, there are various specialized dictionaries named after their functions, including collocations dictionaries, idioms dictionaries, and thesaurus dictionaries.
Monolingual dictionary is known as one of the most popular kinds of linguistic dictionary
A monolingual dictionary is “a type of reference work in which the words of a language are
Monolingual dictionaries play a crucial role in language learning by providing comprehensive treatment of high-frequency words, as noted by Underhill (1985) Baxter (1980) emphasizes their value in offering contextual definitions, which encourages students to utilize them effectively To enhance English practice, Bensoussan, Sim, and Weiss (1984) recommend using these dictionaries both in and out of the classroom While many monolingual dictionaries exist, they generally adhere to Béjoint's (2000) principles of focusing on essential vocabulary while providing detailed information, including pronunciation, grammatical details, idioms, and simple definitions However, Béjoint (1981) highlights that many students remain unaware of the extensive resources available in their monolingual dictionaries.
In addition to monolingual dictionary, students also utilize bilingual dictionary
A bilingual dictionary offers quick translation equivalents, making it especially useful for swiftly understanding plant and animal names and technical terms In contrast, an EFL dictionary provides comprehensive explanations of word meanings, numerous examples, and detailed guidance on the correct grammatical usage of words.
Another researcher, Gouws (2004) defined a bilingual dictionary as a dictionary “in which lexical items from two given partner languages are co-ordinated (p 269) Park (2001)
A recent survey revealed that Korean students learning English heavily rely on bilingual dictionaries to understand word meanings Additionally, Hartmann's (2002) research indicates that bilingual dictionaries are primarily utilized for translation between languages.
A bilingual dictionary has notable strengths, such as a wealth of information, strong scholarly foundations, and a focus on user needs; however, its weaknesses often outweigh these benefits Common issues include redundancies, gaps in coverage, limited user participation in selecting equivalents, restricted information, and the absence of formal thesaural functions Additionally, Walter (1996) highlights that the fundamental problem lies in the lack of equivalence between languages.
Comparison between monolingual dictionary and bilingual dictionary
The debate over whether students should use monolingual or bilingual dictionaries continues among educators and researchers Laufer and Melamed (1994) found that unskilled users benefit more from bilingual dictionaries, while skilled users achieve better results with monolingual dictionaries Average learners may use monolingual dictionaries primarily for comprehension Bilingual dictionaries are considered suitable for quick searches, but monolingual dictionaries offer the advantage of immersing users in the lexical system (Bejoint & Moulin, 1987) Additionally, Laufer and Melamed (1994) noted that monolingual dictionaries provide more specific information, including collocations and connotations Scholfield (2005) highlighted that successful learners prefer monolingual dictionaries for the additional insights they offer beyond word definitions Furthermore, teachers, as noted in studies by Yorkey (1992) and Stein (2002), generally favor monolingual dictionaries However, Varantola (1998) recommended that students initially use bilingual dictionaries to locate words before consulting monolingual resources for deeper understanding.