What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention?

What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention?

• Laufer, Batia University of Haifa
• Hill, Monica University of Hong Kong

Language Learning & Technology, 3(2), 58-76, 2000

Heinrich-Heine-University in Düsseldorf

2000

• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBD Teaching Methods of Reading Comprehension & Their Outcomes, Vocabulary Teaching
• P Social Context of Education
  • PB Comparative Education

College Students Computer Assisted Instruction Dictionaries English (Second Language) Foreign Countries Higher Education Language Research Retention (Psychology) Second Language Learning Vocabulary Development Hong Kong Israel

• Hong Kong
• Israel

• 1997.7 onwards

• Post-Secondary Education

• View Full Text 全文連結

The study investigates a relationship between what is looked up about new words when different kinds of information are available and how well these words are remembered. The dictionary information has been incorporated into a CALL programme which was comprised of a text, highlighted low-frequency words, and access to different lexical information about these words (explanation in English, translation into L1, sound, root, and "extra" information).
The subjects were English as a Foreign Language (EFL) university learners in Hong Kong and Israel. The target words examined for incidental learning were 12 low frequency words. Pre-tests showed that they were unfamiliar to most subjects. The subjects were asked to read the text on the screen and understand it so that they could take a comprehension test after reading it. Unknown words could be looked up in the CALL dictionary built into the programme. During the task, log files registered every selection of dictionary information. After task completion, subjects were unexpectedly tested on meaning recall of the target words.
Recall data were analysed (ANOVAs, repeated measures, and correlations) to establish possible connections between retention and lookup behaviour (type of information selected, and number of lookups for each word). Results suggest that different people have different lookup preferences and that the use of multiple dictionary information seems to reinforce retention. The teaching implication is, therefore, to provide a variety of lookup options catering to different lookup preferences in paper or CALL dictionaries when assigning tasks that involve reading comprehension and understanding of unfamiliar words.
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• English

Journal Articles

• 10943501

https://bibliography.lib.eduhk.hk/bibs/ac2e11b4

2010-11-24