英语专业毕业论文英语学习中词典使用的策略和技能正文.docx

1、英语专业毕业论文英语学习中词典使用的策略和技能 正文1. IntroductionAn English dictionary, as a tool or a reference in the English learning, helps to facilitate the language learning process and enables the learners to develop their language skills effectively. The effective and efficient use of a dictionary is one of the mai

2、n factors to affect the second-language acquisition. In the learning process, besides our teachers, what we most consult is an English dictionary. It provides English learners all types of information: spelling, syllables, weak and strong forms, syntactic structures, word origins, meaning, word coll

3、ocation, formal and informal usages, slangs and idioms, etc. Therefore, its importance is self-evident.However, if you use it in an inappropriate way, the second best teachers not only could not help you, but also might even bring a lot of negative effects to you. For example, some learners just rea

4、d the first several Chinese meanings and usages of the word, which would negatively expand or narrow their understanding of original meanings; some learners depend too much on their dictionaries. Once they fail to know the meanings of the new words, they always look them up rather than guess them ou

5、t. Such low skills and strategies do not bring any convenience but waste them much time on looking up the dictionaries. Though these learners have one or two paper-based dictionaries at least, they are forced to buy electronic dictionaries in addition, because they claim electronic dictionaries prov

6、ide word meaning quicker.Dictionaries are among the most readily available, widely used, and cheapest learning resources, but they are also among the most difficult to use. 1 The research of dictionary use, as a branch of lexicography, is concerned with more and more language experts. A great number

7、 of categories of specific areas within this branch have been studied. The study of dictionary use in EFL (English as a foreign language) learning is one of the important areas of the research. 2There are several problems we need to solve: What strategies and skills they applied to handle the new wo

8、rds and usages in reading and listening? How do the learners succeed in choosing their suitable dictionaries in accordance with their own levels and needs? How often they use the dictionary?Do the language teachers give the students enough information and guidance in the selection and use of English

9、 dictionary? Are the current English majors clear about the three different English dictionaries functions？In light of these questions, we make a researchon two English majors classes in Huizhou University.2. Literature ReviewIn the combination of questionnaire and interviews of four Normal English

10、classes, 405 students, in the Foreign Languages department of Putian College, Chen Yuzhen finds that the using frequency of electronic dictionary is much higher than that of paper-based dictionary, and junior students using times are more than senior students. So, she proves that junior students loo

11、k-up strategies are more mature than senior students, and conclude that student strategies and skills will not increase with the second language learning time. Also, she proposes that the teachers should have the sense to train their students the awareness of using dictionaries, and to provide neces

12、sary guidance and enough training. They should encourage students study more independently, and boost their independent problem-solving abilities. 3 With the questionnaire of two non-English majors classes, 90 students, in the Chemical Technology department of Southwestern University, Feng Linling f

13、inds out electronic dictionary has already become many non-English majors most extensive tool in language learning, because it is very efficient to find out the meanings of the new words. But when to mention electronic dictionarys pronunciation function, only a handful of people believe that it is v

14、ery helpful, and the overwhelming majority of people believe that the functions are somewhat important or unimportant. By comparison, traditional paper-based dictionary is not only more conducive to learning, but also easier to master English usages. Feng Linling warns that if students are too relia

15、nt on electronic dictionary, they would have great difficulty in advance the guessing ability of the new words. 4With the investigation analysis and strategies on the use of English dictionaries by non-English majors, Yuan Shuo advises schools and teachers to increase students using times of the pap

16、er-based dictionaries using times, and consider other reference books as the part of students self-learning ability. Also the teachers should attach great attention to Students purchase and use of the dictionaries. 5Liang Yuling and Li Lei state that most students not only lack understanding the rel

17、ation between English learning process and dictionaries, but also fail to fully understand the types and functions of the dictionaries. Their ignorance of these aspects of the knowledge leads to many problems when they use the dictionary: a. prefer to small dictionary or the electronic one; b. focus

18、 on only one or a few simple front Interpretation of the English words; c. too self-confident too look up the dictionaries. Form the above reference to students errors in using strategies; they believe that teachers can guide the students below the following aspects: a. make students fully understan

19、d the diverse functions of pocket dictionary, electronic dictionary and paper-based dictionary; b. Read all information of an English words as complete as possible; c. flexible to the use an English dictionary with the combination of the context. 6Wang Yanhua divides English learning into four level

20、s: a. beginning; b. intermediate; c. advanced; d. quasi-bilinguals. She states that English teacher should help the students to choose an appropriate dictionary at different studying levels in accordance with students learning levels and their purposes. 7 Zhao Liming proposes that more examples shou

21、ld be provided to guide the learners. Let the learners guess and identify the meanings of the new words in the contexts as many as possible. He doesnt agree the students to use these following strategies: a. look up the dictionaries once they meet the new words; b. avoid studying the hard points. In

22、 return, he emphasizes his own opinions: a. the teachers should teach learners try to guess the meanings of the words; b. make sure the learners understand the meaning or implied information as complete as possible, and encourage English learners to try to go through the subtle differences between E

23、nglish and Chinese. He believes these ways will greatly enrich and promote their comprehension of the English language. 83. Research DesignBy the combination of some language experts insightsand my own thoughts, we try to make out what types of strategies and skills will be most efficient in the lea

24、rning process. In order to find out the best solutions, a Chinese questionnaire will be adopted in this investigate. 3.1 Research ParticipantsThe research participants include Huizhou Colleges two English classes, 85 English majors, a second-year class and the fourth-year class separately. The selec

25、ted classes have representative in the school. 82 questionnaires were valid, only 3 questionnaires were invalid. For some certain questions are incomplete. This investigation began in the middle March, 2008. 3.2 Instruments and Date CollectionThe questionnaire is composed of four parts: The first pa

26、rt is to try to find out students general knowledge of the dictionaries. The second part is to find out which kind of dictionary students would like to use. The third part is to get to know what the learners ideal dictionaries are. The forth part is that when students encounter the new words or expr

27、essions in reading and listening, what strategies and skills will apply. The fifth part is how to handle the new words in word analysis.4. Data AnalysisResults of the research are discussed in this part. The strategies and skills analysis are the primary focus of this paper. 4.1 General Knowledge ab

28、out the Paper-based DictionaryTable 1 what do three items mean, Advanced level, Intermediate level and Elementary level of English dictionaries?Table 1ABStrategies and skillsUnknownKnowJunior students39%61%Senior students33.3%66.7%Average36%64%They are many types of English students dictionaries, fo

29、r example, paper-based dictionaries like bilingual dictionary with both Chinese and English explanations, English-English dictionary, electronic dictionaries and pc dictionary.What do three items mean, Advanced level, Intermediate level and Elementary level of English dictionaries, mean? Table 1 sho

30、ws that, over 60% of junior and senior students have already known these three items meaning. According to the volume of the entries in the different learning dictionaries, dictionaries can be divided into three categories: Advanced level, Intermediate level and Elementary level. Generally speaking,

31、 the Elementary level includes below 20,000 words, Intermediate level ranging from 20000 to 40000, and the Advance level from 40,000 to 80,000. We can not judge the quality of a dictionary just simply by its number of its entries but on its utilization and functions. On the basis of their own level

32、and needs, Learners choose an English dictionary. Table 2 what are the functions and the differences among bilingual dictionary with both Chinese and English explanations, English-English dictionary and bilingual dictionary with Chinese explanations only?Table 2ABStrategies and skillsUnclearClearJunior students19%81%Senior students16.7%83.3%Average18%82%What are the functions and the differences among bilingual dictionary with both Chinese and English explanations, English-English dictionary and bilingual dictiona