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1、Strategies and skills: Using Dictionary in English 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, th
2、is 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 students 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生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
4、 Skills: Using 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：让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 基本 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
5、拥有词典的类型，以及学生在听力、写作、阅读、词语辨析过程中求助词典时运用的策略和技能，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日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1月25日 导师
6、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4月20日学生继续修改完善论文，指导教师要修改三稿2008年4月26日 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：通过问卷调查结果结合理论分析证明论点。措施：
7、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 史彬彬,潘攀. 英语学习词典使用状
8、况调查结果分析J. 山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）：系意见 系主任（签名）： 200 年 月 日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 ef
9、fectively. 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, syllables, w
10、eak 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 might even
11、 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 know the m
12、eanings 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 electron
13、ic dictionaries in addition, because they claim electronic dictionaries provide 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 le
14、xicography, 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 problems we
15、 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 give the
16、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 researchon two English majors classes in Huizhou University.2. Literature Revi
17、ewIn 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 students using
18、times are more than senior students. 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 have the sense to tr
19、ain 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. 3 With the questionnaire of two non-English majors classes, 90 students, in t
20、he 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 mention electronic dicti
21、onarys 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, but also easier
22、 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. 4With the investigation analysis and strategies on the use of English dictionaries by non-English majors, Yuan S
23、huo 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 Students purchase and use of the dictionaries. 5Liang Yu
24、ling 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 problems when they use t
25、he 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 students errors in using strategies; they believe that teachers can guid
26、e 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 dictionary with the combi
27、nation of the context. 6Wang 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 accordance with students learni
28、ng levels and their purposes. 7 Zhao 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 doesnt agree the students to use these following strategies: a. look up the dict
29、ionaries 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 information as complete as possible, and enco
30、urage 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. 83. Research DesignBy the combination of some language experts insightsand my own thoughts, we try to ma
31、ke 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 Colleges two English classes, 85 English
32、 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 middle March, 2008. 3.2 Instruments
33、and Date CollectionThe questionnaire is composed of four parts: The first part 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 dictionari
34、es 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 discussed in this part. The strategies and s
35、kills 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 and skillsUnknownKnowJunior students39%61%Senior students33.
36、3%66.7%Average36%64%They are many types of English students 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 three items mean, Advanced level, Interm
37、ediate 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, dictionaries can be divided into three categories:
38、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 dictionary just simply by its number of its en
39、tries 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 and English explanations, English-English dictionary and bilingual dictionary
40、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 dictionary wi
41、th 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 Chinese translation with the original terms
42、 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 its meaning by the English Interpretat
43、ion. 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 attention to read the English interpreta
44、tion 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 and remember the Chinese equivalent
45、s of English words. Whats more, the semantic information supplied by it is very pertinent, so its convenient for students to understand the differences of the two languages. However, as we know that few complete equivalents exist in two languages. Therefore, we could depend on bilingual dictionary w
46、ith 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 Chinese equivalents. It can help us to t
47、hink 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 understanding of the new words and usages, and to develop their proper uses of the language skills. 4.2 Dictionaries with High Frequent Use Table 3 students using frequency of dictionaryTable 3ABCDCategorybilingual dictionary
