Learners and Their Dictionaries - Report Example

Running Head: LEARNERS AND THEIR DICTIONARIES Learners and their dictionaries Name Institution Learners and their dictionaries Introduction English seems to have taken the world by storm. There has been a growing interest in learning the language across the globe. This has resulted into a tremendous increase in the number of ESL students all over the world. With the growing interest in the language, none-english students have devised several ways to help them master the language as fast as possible. One of the most common approaches is increased use of the dictionary. Most of them heavily depend on dictionaries and will always carry them whenever they expect to encounter some English. It is a good approach. However, as Cowie (2002) puts it, even though students have become so enthusiastic about their learners’ dictionaries, most of them actually use them poorly or inadequately. The issue of learners and the manner in which they use their dictionaries has raised several debates. In this paper, we seek to highlight some of these issues that have emerged from the debates and evaluate some of the thoughts as presented by different scholars. In the report we closely observe two ESL students and how they use their dictionaries. The report highlights the situations in which they use the dictionary, some of the challenges they face, the mistakes they make and what they do to overcome the problems. The essence of the report is to observe how ESL users engage their dictionaries in the learning programs. The report then concludes with a design proposal of exercises and activities aimed at equipping the students with tips and steps of how to adequately and effectively use the dictionary. Context of the learners The learners observed in the report are Ali and Sami. Both the two gentlemen are from Saudi Arabia (they all speak Arabic as their first language). Presently, both of them have enrolled into English Language Centre in level 3 and are all planning to do Bachelor of Engineering upon completion. Ali is 19, graduated from high school in Saudi Arabia and came to Australia where he has lived for the past one year. He is conversant with both electronic and online dictionaries. On the other hand Sami has studied one year in the industrial college after his high school. He is now 20 and has been in Australia for three months. For him, he mostly uses oxford written Arabic-English dictionary. Observations By observing how Ali and Sami use their dictionaries I noticed a number of things. There were a few similarities but generally, the two students greatly differed in their approach to looking up the words in the dictionary. So as to make an informed conclusion for the report, I first engaged them separately in short conversations concerning dictionary use. The first observation with this was that both the students did not choose the dictionaries they were using. For instance, Ali acquired his dictionary from home where else Sami had gotten one from the school library. In other words, the students chose on the dictionaries because they were the most available copies. It was also fascinating to learn that none of them had read the introduction sections on the dictionaries. When asked for a reason, Ali argued that the dictionary is mainly purposed to give definition of words and thought there was no need of reading the introduction as it didn’t contain the word being searched. Sami seconded him suggesting that introduction is meant for starters who do not know how to look up the words in the dictionary. Another general observation made concerning the two students is that both of them rarely read their dictionaries not until they were looking up the meaning of a particular word they have encountered during in class. This implies that they had not made friends with their dictionaries as evident with the limited number of times they read it. When asked on the situations in which they use their dictionaries Ali noted that he most uses the dictionary when asked to or when he is doing assignment (reading comprehension or writing composition) and cannot understand some words he encounters. Most of these words have to be written down meaning that he prefers using the dictionary when he already knows of the spellings of the word. The implication of this is that he finds it hard looking up a word that he is not sure of the spellings of which he argues out that it is time consuming using the dictionary to find or guess the spellings of hard words. On the other hand Sami has made some recommendable efforts in making the dictionary a first-stop in matters concerning English. Not only does he use his in class, but also in other contexts where he encounters any English word he is not sure of. When interacting with other students outside the class, he occasionally takes note of hard words. He has built it a habit of looking up the meaning of the words later on after the conversations, a habit that is recommendable especially for learners of English. Our conversations also involved discussing the dictionary it self. I wanted to know whether the students knew all uses of the dictionary. Sami seemed informed on various facts about using the dictionary. This is probably because of his frequent use of the reference book. He was able to state that not only does the dictionary defines the words but also teaches us on how the words are used in different contexts, the part of speech the word belongs to, the plural and singular states of the words (especially for nouns and pronouns) and the pronunciations of the words. However, he was keen to note that he could not tell how the dictionary teaches its users on how to pronounce each and every word. On the other hand, Ali, probably due to his limited use of the reference book, had little knowledge of how much the book teaches its users. Using bilingual dictionary (he uses oxford written Arabic-English dictionary), stated that his dictionary only helps him translate the words from his native language to English, it helps him define the words and show him examples of how the word can be used. He also noted that he can tell the part of speech the word belongs to. However, he had no idea whether the dictionary can actually teach its user how to pronounce the words they are looking for. He also could not tell the history of the word and its capitalization wherever necessary. All these observations implied that the students did not use the dictionary to its fullest. Having taken note of the contexts in which the students use their dictionaries, I engaged them in some exercises to observe the manner in which they use them and how they go about it. A general observation from the exercises was that the two students used a relatively longer time to check up words. For instance, when asked to check out the meaning of the words condone and prohibit, Ali took up to 7 minutes where else Sami took 4 minutes. Both of them checked out the word on more than one page with Ali checking it out on a total of three pages where else Sami went through two pages. For the word prohibit, Ali was not conversant with the definition given in his dictionary. He fully understood the word after translating it into Arabic. Similarly, Sami could not make up a complete sentence using the words condone even after looking at the examples given in the dictionary. In my view these were the consequences of wrong choices of dictionaries. I gave them Oxford First Learners Dictionary and going by the feedback, they found the definitions in the dictionary easy to understand. Their explanation was that Oxford First Learners’ Dictionary used simple English and that its definition was short and to the point. Another important observation I made was that when given two different dictionaries and asked to look up the meaning of a particular word; both Ali and Sami gave totally different explanation. For instance, I asked them to look up the meaning of the words rocket and propel using Oxford First Learners Dictionary and the Macmillan English Dictionary. It was fascinating to see how the two gave contradicting definitions for the two words from each dictionary. They gave the scenario as one of the reasons that make them believe English is a very hard language. Ali could be heard complaining that he wonders how the language keeps on changing from one dictionary to the other. He joked that all dictionaries were phony and that he did not know which one to believe. Analysis of the observations All the above observation help confirm the hypothesis as presented by several researches that dictionaries have been poorly used especially by ESL students. A number of explanations have been given by various teachers and scholars across the globe to account for the statistics. However, the same old factors still stand. When it comes to using the dictionary, for whichever language it is, statistics show that learners across the world make the same mistakes year in year out. Basing on the observations made with Ali and Sami, some of these mistakes are out of ignorance or manipulation (Woodrow, 1991). When we analyze the challenges the two students face when using the dictionary, we find out that most of them can actually be resolved without much hustle. Take for instance, Ali and Sami reported to find the Oxford First Learners’ Dictionary more user-friendly. When you review most of research finding on the subject, various scholars state wrong choice of dictionary as one of the main reasons why language learners meet several challenges when using dictionaries. This is an assumption I had made prior to the research of which I came to confirm later on. Ali reported to have acquired the dictionary from home. Literary, he asked his parents for a dictionary and they bought one for him without any specifications. On the other hand Sami had acquired his from the school library upon the advice of his teacher. The implication of this is that both the two students had little influence on the kind of dictionary they would prefer to use. When it so happens, the interests of the students are compromised when buying them dictionaries. In his view, Cowie (2002) states; “The fact is that students do not depend on their own perceptions of present or future need when buying dictionaries, but rely overwhelmingly on the advice of their teachers—whose positive views they understandably echo” (p. 184). This was the main reason Ali found his dictionary very ‘complicated’ even though it had a translation of his native language. It can also be taken as the reason why they spent relatively longer time checking out the meaning of words as found out in the observation. I suppose the scenario would be different if they were given dictionaries they can relate to more easily like the Oxford First Learners’ Dictionary. The major threat that comes with the above scenario is deterioration of attitude among learners. One question that has been asked by most teachers is how can one explain the strongly approving attitudes which are often expressed by students towards their MLDs at a stage when they are not able to use them, let alone evaluate them? In the article; Teacher beliefs, plans, and decisions about foreign language learning MacArthur & Malouf (1991) states that attitude is very vital in learning any new subject or concept. It is the positive attitude that brings about the energy to push on even when everything seems to go astray. Learning new language especially at an advanced stage may be challenging at times. As such, students need every bit of morale boosters to keep them going. The dictionaries assigned to Ali and Sami were more disastrous. Even though Sami appeared to like doing more practice with his dictionary, the fact still remains that the dictionaries did more harm than good in terms of building morale for them (Swanson, 1992). Ali appeared to be the most affected as he could repeatedly lament of how the language is hard and complicated to the extend of terming English dictionaries as the most phony books he had ever come across. However, Cowie argues out that the blame should not entirely lie on the students. In some instances, teachers also appear to mislead them when they insist on some dictionary editions without considering what is most comfortable for the learners themselves. Another group of people he suggests should shoulder some potions of the blame are the lexicographers. He states, EFL lexicographers should devote much more attention to facilitating understanding of the L2 than to providing the ‘kinds of information for which the vast majority of users have no need and [which they] would not miss if they were not included in dictionaries’ (Cowie, 2002, p. 176). Every lexicographer should understand his target audience and design the dictionary in a way that they (the user) will find relative. For instance, starters and ESL students’ dictionaries should be designed with the simplest English. It was really fascinating going through Sami’s dictionary that I also found so technical for me to use despite being native English. Designing dictionaries for each level greatly helps learners choose the version that fit their standards (Brown, 2007). The students in the research faced a number of challenges looking up words in their dictionaries. Taking 4 to 7 minutes to check up the meaning of a single word as evident with Ali and Sami, is a lot of time especially for students in level three. This is an implication that some of the basic tips on how to use the dictionary were not taught or were not adequately understood. On average, one should take up to one minute to locate and find the meaning of whichever word. Analyzing the situation with Ali and Sami, one can conclude that the two had no idea of the guide words or did not no how to use them. My hypothesis was confirmed when they confessed to have no idea of what the words were. This was the reason why they looked for the words condone and prohibit on more than one page. Having known the spellings of the word one intendeds to check in the dictionary, guide words greatly help the user in locating the page on which the word is without going through all the words on a particular page. The first guide word represents the first word on that particular page while the second guide word is the last word on the same page. This implies that only words that alphabetically come between the two words are on that page. After sharing the concept with Ali and Sami there was notable improvement in terms of time used to check up words thereafter. Lack of adequate knowledge on International Phonetic Alphabet (IPA) is the main reason why the students could not tell how the dictionary helps in pronouncing every word found in it. IPA is a concept that comes with training and adequate practice. Lack of it among students in level III as it is the case of Ali and Sami implies that the learners received poor foundation on dictionary usage in terms of pronunciation. Similarly, the fact that they did not use their dictionaries on a regular basis stands as an explanation as to why the students only knew a few uses of the reference book (Hall & Hord, 1987). It is advisable that learners engage the dictionary in and outside the class context. They should refer to it on a regular basis whenever they come across any new word. When this is made a habit, it helps the learner realize other several uses of the dictionary and how they apply them in language learning. The scenario where both Ali and Sami gave different definitions of the same words when looked up in different dictionaries implies that the students had gotten used to referring only to the first definition of the word. Most words in the dictionary have more than one meaning and more than one context in which they can be used. It is therefore important that students go through all the definitions so as to determine which one suits the context of the word as they encountered it (Swanson, 1992). Proposed activities and tips of how to effectively use the dictionary Various studies show that most learner use dictionaries for writing compositions and reading comprehensions as compared to normal conversations in or outside class (Cowie, 2002). As such, the activities proposed herein are more involved with writing and reading. The main aim of the activities is to make students’ dictionary experience more fascinating. The students can engage in class based mini competitions in using the dictionary in which the winner is appreciated. This will require the students, with the help of their teacher, to set a side some time specifically for dictionary work so as to determine how best they know their dictionary. The teacher can test them in groups where he gives a set of words to be checked out their meanings and other information given by the dictionary. The merit of the activity will be based on time and accuracy. The fastest student can then be crowned the hero of the day. The essence of this is to making using the dictionary more interesting and not only limited to the normal class context (Marshall & Bannon, 1986). The approach of the activity will also help students the likes of Ali to change their attitudes towards the subject. Another activity that can help Ali and Sami better their dictionary skills is by engaging more in dictionary related discussions with other students in and outside the class. The discussions can be in form of debates where students share different facts about their dictionaries and their personal experiences. This is advantageous as it enables them exchange ideas thus facilitating learning. For instance, Ali may know of a particular dictionary application that Sami is not conversant with. When they meet and debate on how each uses his dictionary, Sami may learn the concept from Ali and vice versa. For more effectiveness, such debates and discussions should be made more often (Grace & Kabata, 2010). Not only do they help students learn from each other, but also enhance personal interest in learning the language. Even though such activities seem to work for most students, the main secret behind good dictionary usage is mastering all steps indiscriminatingly. According to a number of research findings, this is the genesis of most problems experienced with most language learners. The paper hereby suggests a number of steps and tips that are usefully especially for ESL students. 1. Acquire a dictionary that best suits your situation: Most students reportedly miss out on this vital point and it is because of this that some of them come to find out that the dictionaries they bought are too complicated for their levels. Starting with a simple dictionary greatly helps the learner grow as he integrates from one level to the other. Grace & Kabata (2010) state that good language learning starts with students investing in the right dictionaries. Some of the factors learners should consider are their school’s specifications, native country and the purpose of the dictionary. 2. Get to learn your dictionary before using it: The main advantage of this is that it helps students get familiar with their dictionaries. Learning about the dictionary literary implies physically examining your dictionary specifications. Learners should thoroughly go through all the information in the introduction to the dictionary. Herein, they will get to learn of all uses of the dictionary such as phonetic alphabet, how to use the stress marks, checking word definitions and grammar as well as sentence examples. They actually learn various skills that when adequately practiced they enable students make the most use of their dictionary. 3. Relate the information found in the dictionary to the context of in which you found the word: most words in the dictionary usually have more than one meaning. The essence of relating the definitions to the context of the words is so as to determine which of the definitions suits the word in question. 4. Always make your dictionary your best English friend and have fun using it: With the growing attitude related challenges, engaging the dictionary on regular basis helps learners build interest in the subject. Once there is that desired interest, students can easily use their dictionaries unlimitedly. Conclusion There has been a lot said on language learners and their dictionaries. Every scholar presents an independent view towards the matter. However, one factor that appears to cut across all the schools of thought is that most learners poorly use their dictionaries due to inadequate knowledge on skills of how to maximize dictionary applications. Even though this appears to be the case in many contexts, it is important to note that teachers can never teach everything concerning dictionary usage. Therefore, personal curiosity and hunger for information always play a key role in bettering the skill. With training and regular practice, any student can make full use of any kind of a dictionary. References Brown, D. (2007). Teaching by Principles: An Interactive Approach To Language Pedagogy. New York: Pearson Longman. Cowie, P. (2002). English dictionaries for foreign learners. Oxford : Oxford University Press. Grace, W., & Kabata, K. (2010). Accuracy Vs Fluency. London: Routledge. Hall, G., & Hord. S. (1987). Change in schools: Facilitating the process. Albany, NY: State University of New York Press. MacArthur, C., & Malouf, D. (1991). Teacher beliefs, plans, and decisions about foreign language learning. Journal of Special Education, 25(2), 44-72. Marshall, J., & Bannon, S. (1986). Linguistic Challenges. Association for Educational Data Systems Journal, 20(2), 270-286. Swanson, J. (1992). School-Based Assessments and Interventions for child growth. Irvine, Calif: KC Publishing, Woodrow, J. (1991). Teachers’ perceptions of language learning. Journal of Special Education, 25(2), 44-72. Read More