Dears
good morning
I talked in my last blog about electronic dictionary and how I use it , today I will show an instructional experience with it
The pocket electronic dictionary (PED) has the potential to be a powerful language learning tool. At the same time, it may be seen as an obstacle to communication, a waste of classroom time, and a source of conflict between foreign-language learners and the teachers. foreign-language students, teachers who share the native language of the students, and teachers who are native speakers of the target language. The survey, which takes into account the beliefs, attitudes, and expectations of Japanese learners of English and of their teachers regarding the PED, revealed important differences in their opinions about how and when the dictionary should be used, in the effect of dictionary use on foreign language vocabulary development, and regarding users' needs for training or guidance in the use of electronic dictionaries. The presentation will also recommend means by which understanding of these differing perspectives may help both language learners and teachers make the most of the potential of the electronic dictionary. In formal educational environments, from high school onwards, use of the handheld electronic dictionary is becoming increasingly widespread. In some classrooms, the electronic dictionary is the only dictionary to be seen. It is typically brought to class by a larger proportion of language students than was its paper forebear, and appears to be used more frequently and more indiscriminately than were paper dictionaries. The nature of the electronic dictionary, together with its increased presence in the language class, has wrought various changes both to learner dictionary use and to the role of the teacher in the language classroom, and these merit further investigation. This paper begins with a consideration of some of the ways in which the nature of electronic dictionaries may affect dictionary use. Following this, we report a survey of 124 Japanese university students' knowledge and use of electronic dictionary functions, use of electronic dictionaries in language learning activities, experience and perceived needs of electronic dictionary guidance or training; and electronic dictionary user etiquette. Drawing on the findings of the survey, we will offer suggestions as to language teachers' roles in facilitating more effective electronic dictionary use.
References (internet sources)
retrieved in 5 Feb 2017
good morning
I talked in my last blog about electronic dictionary and how I use it , today I will show an instructional experience with it
The pocket electronic dictionary (PED) has the potential to be a powerful language learning tool. At the same time, it may be seen as an obstacle to communication, a waste of classroom time, and a source of conflict between foreign-language learners and the teachers. foreign-language students, teachers who share the native language of the students, and teachers who are native speakers of the target language. The survey, which takes into account the beliefs, attitudes, and expectations of Japanese learners of English and of their teachers regarding the PED, revealed important differences in their opinions about how and when the dictionary should be used, in the effect of dictionary use on foreign language vocabulary development, and regarding users' needs for training or guidance in the use of electronic dictionaries. The presentation will also recommend means by which understanding of these differing perspectives may help both language learners and teachers make the most of the potential of the electronic dictionary. In formal educational environments, from high school onwards, use of the handheld electronic dictionary is becoming increasingly widespread. In some classrooms, the electronic dictionary is the only dictionary to be seen. It is typically brought to class by a larger proportion of language students than was its paper forebear, and appears to be used more frequently and more indiscriminately than were paper dictionaries. The nature of the electronic dictionary, together with its increased presence in the language class, has wrought various changes both to learner dictionary use and to the role of the teacher in the language classroom, and these merit further investigation. This paper begins with a consideration of some of the ways in which the nature of electronic dictionaries may affect dictionary use. Following this, we report a survey of 124 Japanese university students' knowledge and use of electronic dictionary functions, use of electronic dictionaries in language learning activities, experience and perceived needs of electronic dictionary guidance or training; and electronic dictionary user etiquette. Drawing on the findings of the survey, we will offer suggestions as to language teachers' roles in facilitating more effective electronic dictionary use.
References (internet sources)
retrieved in 5 Feb 2017
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