英语学习中词典使用的策略和技能

1、strategies and skills: using dictionary inenglish study英语学习中词典使用的策略和技能abstractenglish dictionaries are the indispensable tools for students to learn english, and the using strategies and skills for language learning are of vital importance in second language acquisition. through a questionnaire, thi

2、s paper investigates part of huizhou university english students using strategies and skills. gaining a result by using a simple counting, the research makes a pertinent analysis with effective data. we are looking forward to the survey will help improve college students9 skills and strategies of en

3、glish dictionary using.key wordsenglish dictionaries strategies skills摘要英文词典是学生学习英语必备的工具，词典使用的策略和技能在二外习得中显得尤 为重要。本研究通过调查问卷，对部分惠州学院英语专业学生求助词典时运用的策略和 技能进行了调查。通过简单算术得来结果后，研究者利用这些有效的数据进行有针对性 地分析。我们期待调查结果能有助提高大学牛的词典使用技能和策略。关键词词典策略技能本科毕业论文（设计）开题报告姓名学号专业、班级指导教师职称课题名称英语学习中词典使用的策略和技能strategies and skills: us

4、ing dictionary in english study选题 依 据 和 意 义选题依据：英语词典是学生学习英语不可缺少的工具书，词典运用策略和技能 是语言学习认知策略的一个重要方面。本问卷旨在通过对惠州学院部分英语专 业生在英语学习中词典使用情况中的调查，分析现状，提出有效的策略。选题意义：讣英语学者对三种英语纸质词典（英汉词典、英汉双解词典、英 英词典）情况有更多的了解，在运用词典策略上少走不必要一些弯路，使学者 认识对电子词典的过多使用其实弊大于利，通过有效的数据分析，得出有效的 查词典方法。研究 的基 木内 容及 解决 的主 要问 题研究的基本内容：调查惠州学院英语专业学生拥有词

5、典的类型，以及学生在听 力、写作、阅读、词语辨析过程中求助词典吋运用的策略和技能，把得来的结 果有针对性地进行对比分析，结果总结出一些有用的学习方法。解决的主要问题：一方面简介了英汉词典、英汉双解词典、英英词典的的不同 功能与作用，令学习者能根据自己水平选择适合自己需要的词典；另一方面则 深入分析此次的调查结果，并结合一些语言专家提出的真知灼见和自己的一些 浅见，探讨一下英语学习中遇到听力、写作、阅读、词语辨析查词典时应使用 何种策略和技巧，提高词典的使用和学习效率。研 究 的 进 度、 步 骤2008年1月12 口前召集本组学生开会，交待写作方案，并最后确定论文选题，确定的论文题目1月12日

6、一1月25日导师和学生共同确定论文的写作方案，根据论文题目收集有关文献资料初步拟定论文提纲1月25日一3月18日 （包括寒假）阅读有关文献原著，深入理解和分析 有关理论老师的指导下撰写论文初稿3月18日前提交惠州学院毕业论文课题审批表、惠州学院毕业论文任务书、惠州学院毕业论文开题报告1月25日一3月18日（包括寒假）阅读有关文献原著，深入理解和分析 有关理论老师的指导下撰写论文初稿3月18 r-4月20 h学生继续修改完善论文，指导教师耍修改三稿2008年4月26 h论文定稿。研 究 的 方 法 及 措 施研究方法：1 理论分析方法：借鉴相关文献的理论研究得出结论；2.系统分析方法：通过问卷调

7、查结果结合理论分析证明论点。措施：1. 通过收集相关文献和问卷调查，利用相关理论方法进行分析；2. 通过和指导老师座谈，理清写作思路主 要 参 考 文 献1 陈玉珍.英语专业高低年级学生词典使用技能比较研究j.北京第二外国 语学院学报(外语版)，2007(5): 34-382 冯灵林.关于袖珍电子词典使用情况的思考一一基于一份对非英语专业大 学生的问卷和访谈j.双语学习高教研究，2007(11)： 57593 袁硕.非英语专业大学生学习英语使用英语词典情况分析及解决策略j. 双语学习，2007(5)4 王艳华.论英语学习不同阶段之词典使用j.教育理论与实践，2007(1): 63-645 史彬

8、彬，潘攀.英语学习词典使用状况调查结果分析j, ill西煤炭管理干部 学院学报(3)指导教师意见同意该生选择该题目作为毕业论文课题。指导教师(签名)：教研室意见教研室主任(签名)：系思见系主任(签名)：200 年 月曰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 sk

9、ills effectively. the effective and efficient use of a dictionary is one of the main 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, sylla

10、bles, weak and strong forms, syntactic structures, word origins, meaning, word collocation, 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 mig

11、ht even bring a lot of negative effects to you. for example, some learners just read 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 kno

12、w the meanings of the new words, they always look them up rather than guess them out. 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 e

13、lectronic dictionaries in addition, because they claim electronic dictionaries provide word meaning quicke 匚dictionaries are among the most readily available, widely used, and cheapest learning resources, but they are also among the most difficult to use.111 the research of dictionary use, as a bran

14、ch of lexicography, is concerned with more and more language experts. a great number 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 prob

15、lems we need to solve: what strategies and skills they applied to handle the new words 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 g

16、ive the students enough information and guidance in the selection and use of english dictionary? are the current english majors clear about the three different english dictionaries functions?in light of these questions, we make a research on two english majors9 classes in huizhou university.2 litera

17、ture reviewin the combination of questionnaire and interviews of four normal english 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 studen

18、ts9 using times are more than senior students5. so, she proves that junior students' look-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

19、have the sense to train their students the awareness of using dictionaries, and to provide necessary guidance and enough training. they should encourage students study more independently, and boost their independent problem-solving abilities.with the questionnaire of two non-english majors9 classes,

20、 90 students, in the chemical technology department of southwestern university, feng linling finds 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 mentio

21、n electronic dictionary pronunciation function, only a handful of people believe that it is very 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

22、, but also easier to master english usages. feng linling warns that if students are too reliant on electronic dictionary, they would have great difficulty in advance the guessing ability of the new words.l4jwith the investigation analysis and strategies on the use of english dictionaries by non-engl

23、ish majors, yuan shuo advises schools and teachers to increase students using times of the paper-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 student purchase and use of the d

24、ictionaries.i5jliang yuling and li lei state that most students not only lack understanding the relation 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 p

25、roblems when they use the dictionary: a. prefer to small dictionary or the electronic one; b. focus 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 students9 errors in using strategies; they believ

26、e that teachers can guide the students below the following aspects: a. make students fully understand 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 d

27、ictionary with the combination of the context.161wang yanhua divides english learning into four levels: 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 accord

28、ance with students' learning levels and their purposes.171zhao liming proposes that more examples should 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 doesn't agree the students to use these follow

29、ing strategies: a. look up the dictionaries once they meet the new words; b. avoid studying the hard points. in 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 informatio

30、n as complete as possible, and encourage english learners to try to go through the subtle differences between english and chinese. he believes these ways will greatly enrich and promote their comprehension of the english language.1813 research designby the combination of some language experts9 insig

31、hts and my own thoughts, we try to make out what types of strategies and skills will be most efficient in the learning 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 coll

32、egers two english classes, 85 english majors, a second-year class and the fourth-year class separately. the selected 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

33、 middle march, 2008.3.2 instruments and date collectionthe questionnaire is composed of four parts: the first part is to try to find out students9 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 kn

34、ow what the learners9 ideal dictionaries are. the forth part is that when students encounter the new words or expressions 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 discus

35、sed in this part. the strategies and skills analysis are the primary focus of this paper.4.1 general knowledge about the paper-based dictionarytable 1 what do three items mean. advanced level, intermediate level and elementary level of english dictionaries?table 1abstrategies andskillsunknownknowjun

36、ior students39%61%senior students33.3%66.7%average36%64%they are many types of english students9 dictionaries, for example, paper-based dictionaries like bilingual dictionary with both chinese and english explanations, english-english dictionary, electronic dictionaries and pc dictionary.what do thr

37、ee items mean, advanced level, intermediate level and elementary level of english dictionaries, mean? table 1 shows 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, dictionar

38、ies can be divided into three categories: advanced level, intermediate level and elementary level. generally speaking, 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 dict

39、ionary just simply by its number of its entries but on its utilization and functions. on the basis of their own level and needs, learners choose an english dictionary.table 2 what are the functions and the differences among bilingual dictionary with both chinese andenglish explanations, english-engl

40、ish 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-englis

41、h dictionary and bilingual dictionary with chinese explanations only? the data of table 2 show that most the students know their functions and differences.firstly, let us talk about bilingual dictionary with both chinese and english explanations. it supplies a large numbers of the corresponding chin

42、ese translation with the original terms and phrases. it adds the chinese interpretation to its english original through the use of english-chinese dictionary, readers not only can better understand the english words by the corresponding chinese words, but also more clearly and accurately understand

43、its meaning by the english interpretation. its advantage is to avoid narrowing or expanding the english meaning in addition, the use of this kind of dictionary can increase the english sense and learn more english usages and sayings at the same time. however, when looking up it，we must pay more atte

44、ntion to read the english interpretation so as to further understanding its meanings. generally speaking, bilingual dictionary with both chinese and english explanations is suitable for the junior students in college.secondly, bilingual dictionary with chinese explanations only is easy to understand

45、 and remember the chinese equivalents of english words. whats more, the semantic information supplied by it is very pertinent, so it's convenient for students to understand the differences of the two languages. however, as we know that few complete equivalents exist in two languages. therefore,

46、we could depend on bilingual dictionary with chinese explanations only to much.thirdly, english-english dictionary purely consists of a single language: english. the interpretation or examples are all expressed in english, so its biggest advantage is to provide a pure english environment without any

47、 chinese equivalents. it can help us to think and understand in english. if we really want to study english well, we should have one english-english dictionary in hand at least. in addition, the use of english-english language can help learners to increase english sense, to get a clear and thorough

48、understanding of the new words and usages, and to develop their proper uses of the language skills.4.2 dictionaries with high frequent usetable 3 students，using frequency of dictionarytable 3abcdcategorybilingual dictionary with english and chinese explanationsenglish-englishdictionarybilingual dict

49、ionaries withchinese explanations onlyon-line/electronic/fc dictionaryjunior students69%3.4%2465.5%senior students71%12.9%29%74.1%average70%8%27%70%table 3 shows that students using frequency of dictionary: the bilingual dictionary with chinese and english explanations and on-line/electronic/pc dict

50、ionary are students9 most using dictionaries, next bilingual dictionary with chinese explanations only, the least english-english dictionary. this result falls below with shi gengshan and chen kuohua9s similar survey (the average of between junior students and senior students, 87.5%), but quite clos

51、e to shi binbin and pan pan's survey (78.2%). senior students use electronic-on-line/pc dictionary more frequently than junior students.11,11it can be drawn from the three points: firstly, bilingual dictionary with chinese and english explanations and the on-line/electronic/pc dictionary have al

52、ready become students' most frequent using tools.secondly, the figure of students' use frequencies of on-line/electronic/pc dictionary (65.5%), which is lower than that of the paper-based dictionaries (69%+3.4%+24.1%)， indicates that learners prefer to consult the paper-based dictionary. so

53、it proves that the english teachers must have consciously trained students5 sense to use paper dictionary in class. also, students have already recognized the deficiency of electronic dictionaries, so they are more willing to consult paper-based dictionaries. for paper-based dictionaries give them m

54、ore new and accurate interpretation, clear definitions, more usages and example sentences, etc.thirdly, as senior students start to have the translation courses, so they need variousdictionaries to obtain more information. that is the main reason why the senior students use various dictionaries more

55、 often than the junior students, which is inconsistent with chen yuzherfs argument that the juniors use various dictionaries more often than the seniors.4.3 ideal dictionariestable 4 what are learners' ideal english dictionaries?table 4abci)strategiesand skillsa large vocabularyrich and clearint

56、erpretationsound and completesampleslight in weightand convenient tocarryjunior students30%20%30%20%senior students41%21%23%15%average35.5%23%24%17.5%what are the learners9 ideal english dictionaries? the data of table 4 shows that many students think the most valuable things for a dictionary are th

57、at it can include everything, such as, a large vocabulary, the second rich interpretation and samples, and convenient to carry, etc.on one hand, over 40% of senior students hope a dictionary should be edited with a large vocabulary, but only 15% of them think the dictionary can be light in weight an

58、d convenient to carry. on the other hand, 30% of the junior students think a large vocabulary and complete samples are the most important. the reason is that there are more specialized items and new words in senior students' courses. they encounter more new words and expressions than before. so they need a dictionary with a large vocabulary badly. junior students focus more on grammars, so they think a dictionary with comple