LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 15:7 July 2015
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
         N. Nadaraja Pillai, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Assessing the Effect of Utilizing Monolingual and Bilingual
Dictionaries on EFL Learners’ Vocabulary

Maryam Shamshirian
Islamic Azad University of Arak

Abstract

Learning vocabulary is one of the most important elements in learning a foreign language. Dictionary as a source of vocabulary learning can be really helpful for learners of English as a Foreign Language (EFL). The purpose of this study was to investigate the effect of monolingual and bilingual dictionary on Iranian EFL learner vocabulary. For this purpose, 77 Iranian EFL students at Zeynabiyeh high school of Arak were asked to take part in an experiment. From this population, 66 intermediate students were selected on the basis of their scores on Nelson proficiency test. First, a vocabulary test as a pre-test was given to both groups and then they were randomly divided into two groups, bilingual and monolingual groups. Then a list of unfamiliar words was given to the bilingual group to find the meaning of the words by using bilingual dictionary, while the monolingual group was to use a monolingual dictionary for finding the meanings of the words. At the end, a post-test was given to both groups. [T-test was used to analyze data]. The findings of the study revealed a significant relationship between the use of bilingual and monolingual dictionaries and the EFL learners’ vocabulary.

Keywords: Monolingual dictionaries, Bilingual dictionaries, vocabulary, EFL learners

Introduction

Vocabulary learning is a very important task of second language learners - maybe the most important one. According to Celce-Murcia (2001, p. 285), "vocabulary learning is central to language acquisition, whether the language is first, second, or foreign”. Wilkins (1972) wrote that “while without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (pp.111–112). This is why adults carry dictionaries, not grammars, when they travel in foreign countries (Hatch 1978, cited by McLaughlin 1978). There is no doubt that all second language learners and their teachers are well aware of the fact that learning a second language (L2) involves the learning of a large numbers of words (Avila & Sadoski, 1996; Laufer & Hulstijn, 2001), but how to accomplish this task is often of great concern to them.

Dictionary as a source of vocabulary learning can be really helpful for learners of English as a Foreign Language (EFL). According to Kirkness (2004),” the dictionary has long been and still is an essential source” and he has also stated that while there are a wide variety of ways to deal with vocabulary, the use of dictionary as the conventional method of instruction, in both first and second language learning, has been triggered by all the good results. Asher (1999) views dictionary use as a gateway to independent learning (p. 66). For instance, in an EFL setting such as Korea, where target language input is limited, a dictionary is an invaluable reference to the English language. They provide learners with useful linguistic and cultural information, especially when teachers are unavailable and the learners are responsible for their own learning. (Walz,1990; Cubillo, 2002)

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Maryam Shamshirian
Islamic Azad University of Arak
M_shamshirian@yahoo.com
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