Abstract

Despite research suggesting that teachers highly influence their students' knowledge and use of language learning resources such as dictionaries (Loucky, 2005; Yamane, 2006), it appears that dictionary selection and use is considered something to be dealt with outside the classroom. As a result, many students receive too little advice to be able to make informed choices about which dictionary to use for which task. In particular, while teachers may recommend a few paper dictionaries, it appears that little thought is given to electronic and online alternatives. This article uses the case of (English) alphabet-background students of Japanese as an example, and discusses the pros and cons of computer versus non-computer dictionary tools, based on a survey of available resources, and making reference to empirical case studies of students and their dictionary use. The article concludes with recommendations for teachers and students. (Contains 3 figures.)

Citation

Pasfield-Neofitou, S. (2009). Paper, Electronic or Online? Different Dictionaries for Different Activities. Babel, 43(2), 12-18. Retrieved August 10, 2024 from https://www.learntechlib.org/p/104560/.

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Keywords

• case studies
• Dictionaries
• electronic learning
• Electronic Libraries
• Electronic Publishing
• English (Second Language)
• Instructional Material Evaluation
• Interviews
• japanese
• Media Selection
• Printed Materials
• student attitudes
• Use Studies