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Introduction

 Overview of the problem. Contradiction toward dictionary selection between language teachers and learners.  Significance of the study. Lack of study on Taiwanese students’ preference, habits, and capability of dictionary use

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Introduction

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  1.  Overview of the problem Contradiction toward dictionary selection between language teachers and learners  Significance of the study Lack of study on Taiwanese students’ preference, habits, and capability of dictionary use Lack of empirical study on assessing the effects of EDs on learners’ vocabulary acquisition Introduction 蘇琬楨 Wan-Chen Su (Jen)

  2. Introduction  Research question What are Taiwanese students’ preference, habits, and capability toward dictionary use? What do Taiwanese students use EDs for? Do school teachers in Taiwan put emphasis on the instruction of dictionary skills? Which type of dictionary best assists students in short-term and long-term vocabulary retention, electronic bilingual dictionaries or paper monolingual dictionaries?

  3. Literature Review • Strengths of EDs Speed(Koren, 1997; Weschler and Pitts, 2000; Aust & Kelley & Roby, 1993) Lightness(Weschler and Pitts, 2000; Tang, 1997) Others: error tolerant input,, word and spelling games, cross-referencing(Weschler and Pitts, 2000) • Weakness of EDs Erroneous assumption(Koren, 1997; Aust & Kelley & Roby, 1993) Not detailed(Koren, 1997) Others: overuse(Aust & Kelley & Roby, 1993), quality(Tang, 1997)

  4. Methodology -  Questionnaire Subjects

  5. Send to five teachers through e-mail Distribute to classes they teach Collect and mail questionnaires back Procedure Methodology -  Questionnaire Questionnaire Data analyzed by Excel files

  6. Finding & Analysis -  QuestionnaireQ1: What kinds of dictionaries do you have? Group 1: Pre-adolescent group Group 2: Post-adolescent group

  7. Q2: How often do you use the following dictionaries? Group 1: Pre-adolescent group Group 2: Post-adolescent group

  8. Q3: Which type of dictionaries best assists vocabulary retention? Group 1: Pre-adolescent group Group 2: Post-adolescent group

  9. Different perception from the two groups Group 1: Pre-adolescent group Group 2: Post-adolescent group

  10. Q4: Which of the following dictionaries do you prefer? Group 1: Pre-adolescent group Group 2: Post-adolescent group

  11. Q5: How did you learn to look up the bilingual dictionaries? Group 1: Pre-adolescent group Group 2: Post-adolescent group

  12. Q6: Do you carry a dictionary with you? ED or PD? Group 1: Pre-adolescent group Group 2: Post-adolescent group

  13. Q7: When do you use the electronic dictionaries? Group 1: Pre-adolescent group Group 2: Post-adolescent group

  14. Q8: What do you use the electronic dictionaries for? Group 1: Pre-adolescent group Group 2: Post-adolescent group

  15. Q9: Overall, why do you prefer using EDs? Group 1: Pre-adolescent group Group 2: Post-adolescent group

  16. Q10: If you can't really understand the meaning looked up from the electronic dictionaries, what will you do? Group 1: Pre-adolescent group Group 2: Post-adolescent group

  17. Methodology -  Experimental Design Subjects

  18. Methodology -  Experimental Design 8 Subjects randomly assigned to two groups Pretest on 50 vocabulary 2nd Posttest on 50 vocabulary Read the 1st article Experimental: ED Control: PD 1st Posttest on 50 vocabulary 5 minutes later 1 week later Procedure Data analyzed by T-tests Experimental Design – 1st Round

  19. Methodology -  Experimental Design 8 Subjects were switched over Data analyzed by T-tests Pretest on 50 vocabulary Experimental Design – 2nd Round 2nd Posttest on 50 vocabulary Read the 2nd article Experimental: ED Control: PD 1st Posttest on 50 vocabulary 5 minutes later 1 week later Procedure

  20. Finding & Analysis -  Experimental Design Note: “p” needs to be less than .05 (T test assisted by Dr. Janice Schafrik)

  21. Conclusions • Limitation & Recommendation • Questionnaire: Gender of subjects & • Modernization of schools districts selected • Experimental design: Sample size & Problem • of counter-balanced design • Implication • Overview of the research questions

  22. Conclusions Application Explicit instruction of dictionary skills Activities related with dictionary use Make the best use of EDs Complement EDs with other dictionaries

  23. QuestionnaireDear all,Thank you for participating in this study. I’m a graduate student of TESOL(Teaching English to Speakers of Other Languages) program in University of Southern California. The purpose of this questionnaire is to investigate Taiwanese students’(including junior high, senior high and university) habits, preferences, and attitudes toward dictionary use. This questionnaire is an anonymous design and your answers will only serve as references in my study. Thanks again for your valuable opinions.Personal informationAge_________Gender：□Male　□FemaleSchool name_________________________1.Please check the following dictionaries which you possess.□English to English □English to Chinese □Chinese to English □Electronic □English to English&Chinese2.How often do you use the following dictionaries?English to English □Always □Sometimes □Never □Cannot useEnglish to Chinese □Always □Sometimes □Never □Cannot useChinese to English □Always □Sometimes □Never □Cannot useElectronic □Always □Sometimes □Never □Cannot useEnglish to English & Chinese □Always □Sometimes □Never □Cannot use3.Which kind of the following dictionaries is the most effective one in assisting vocabulary retention?□English to English □English to Chinese □Chinese to English □Electronic □English to English&Chinese4.Which of the following dictionaries do you prefer?□English to English □English to Chinese □Chinese to English □Electronic □English to English&Chinese5.How did you learn to look up the English-Chinese dictionaries?□Taught by junior high school teachers □Taught by senior high school teachers □Taught by cram school teachers □Learn by yourselves □Learn from classmates or friends □Taught by parents □Learn from brothers or sisters □Others______________6.Do you carry a dictionary with you? If yes, which type?□Yes □No Dictionary type________________________7.When do you use the electronic dictionaries? (Multiple answers)□Traveling □In class □Reading English books □Listening to lectures □WatchingEnglish programs or movies □Writing □Talking to foreigners8.What do you use the electronic dictionaries for? (Multiple answers)□Using English to Chinese dictionaries □Using Chinese to English dictionaries □Function of pronunciation □store the new vocabulary for future review □checking synonyms or antonyms □Using the slang dictionaries □Playing games □Calculation □Memo9.Overall, why do you prefer using electronic dictionaries? (Multiple answers)□Speed of looking up words □Light, easy to carry □Fashionable □Pronunciation function　□Assist writing10.If you can't really understand the meaning looked up from the electronic dictionaries, what will you do?□Look up from English-Chinese dictionaries □Look up from English-Englishdictionaries □guessing from the contents of the reading materials □Ignore it11.What does your teacher think about students' using electronic dictionaries?□Strongly against □Do no recommend □not against □In favor of □Others_______

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