Dictionary Use

Origin and Use of the Dictionary

As explained by Beck, McKeown, and Kucan (2013) “formalized definitional practice can be traced to the time of Samuel Johnson’s mid-18th-century Dictionary of the English Language” (Johnson & Walker, 1828, as cited in Beck, McKeown, & Kucan, 2013, p. 43). In addition, the word dictionary is described in www.dictionary.com, as a term that derives from the Latin expression dictionarium (diction meaning ‘word’), which emerged between the years 1520 and 1530 (Dictionary, 2017).

Likewise, Hornby and Ruse (1999) defined the term dictionary as a “book with words or topics arranged in alphabetical order, that gives meaning, spelling, pronunciation, etc. for each word” (p. 165). Certainly, some teachers (and students) consider the use of the dictionary as an ineffective or inefficient practice, maybe because when learners look up a word, the definition does not make a distinction as to how the word is different from other, similar words; or there may be a more possible understanding of meaning than the one suggested (Beck, McKeown, & Kucan, 2013). However, Hinkel (2015) pointed out that one of the main characteristics a good dictionary should have is the detailed information of essential components related to vocabulary learning, such as pronunciation, word part structure, grammatical attributes of a word, numerous examples, derived forms, pointers to other related words, and collocations.

Among the many vocabulary resources available, whether published or online materials, the implementation of dictionaries is regarded as an important resource because it helps English learners augment their lexicon in the academic context, especially when its use is appropriate and directed with strategies aimed to engage learners to learn and use new vocabulary. In order to meet learners’ needs, it is crucial to ponder different types of dictionaries that best accommodate students’ grade levels (Peregoy & Boyle, 2013). Specifically, Hinkel (2015) declared that dictionaries are completely indispensable for most English learners and writers. Moreover, Hinkel (2015) observed that monolingual dictionaries are specially designed for English speakers and highly advanced English learners. Hinkel (2015) also mentioned the misconception regarding bilingual dictionaries as they are considered fundamentally inferior compared to monolingual dictionaries. This misconception is based on the facts that monolingual dictionaries present more detailed information on definitions, grammar, and usage than bilingual dictionaries do (Peregoy & Boyle, 2013).

However, López (2011) argued that some English learners prefer the use of bilingual dictionaries because they provide the corresponding meaning of the term in their native language, therefore learners avoid confusion regarding the definition of a word. For example, some researchers have found that the use of bilingual dictionaries in the EFL environment is more beneficial for learners who are at the beginner language learning level due to their lack of competence to read and understand the definition of unknown words presented in online monolingual dictionaries (López, 2011). Peregoy and Boyle (2013) pointed out that bilingual dictionaries are useful for students who are literate in their primary language. Despite this, Hinkel (2015) added that “in order to use monolingual dictionaries successfully, learners already have to have a substantial vocabulary base to understand word definitions and usage examples” (p. 206). Nation (2008 as cited in Hinkel, 2015) suggested that monolingual dictionaries might not be very useful for most beginning or intermediate English learners due to their limited vocabulary and lack of understanding when they read. Therefore, Hinkel (2015) proposed the use of bilingual dictionaries for beginning or intermediate ELs as it is probable to be more effective due to the precise definitions and examples presented in those kinds of dictionaries.

Equally important, Hinkel (2015) argued that one technique for increasing learners’ vocabulary base is the use of online dictionaries due to “online and electronic dictionaries are easy ways to access a dictionary or a thesaurus. Many online dictionaries are available on the Internet, and looking up a word online takes a fraction of the time of doing it” (pp. 197, 198). Another procedure to help students find information in a dictionary is the seven-step procedure suggested by Schofield (1982, as cited in Peregoy & Boyle, 2013). This method is explained in better detail in the next section Teaching Tips on Dictionary Use.

Indeed, English learners strive to develop their English vocabulary for a long period of their lives while at school. It is crucial to implement effective, efficient, and fun activities and strategies to help ELs succeed while they achieve English language proficiency. The use of the dictionary might be a helpful resource for English learners depending of the strategies applied in relation to its proper use in the classroom.

References

Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life. Robust vocabulary instruction. New York, NY: The Guilford Press.

Dictionary (2017). Origin of the word dictionary. (Retrieved from http://www.dictionary.com/browse/dictionary?s=t)

Hinkel, E. (2015). Language focus: Teaching academic vocabulary, collocations, and pre-fabs. New York: Routledge. http://www.elihinkel.org/downloads.htm

Hornby, A. S., & Ruse, C. A. (1999). Oxford ESL dictionary. For students of american English. Oxford, England: Oxford University Press.

López, J.L. (2011). Spanish-English writing structure interferences in second language learners. Gist Education and Learning Research Journal, 5, 158-179.

Peregoy, S. F. & Boyle, O. (2013). Reading, writing, and learning in ESL. A resource book for teaching k-12 English learners (6thEd.) Boston, MA: Pearson Education.