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n Lexikos - Advanced Cantonese ESL learners' use of a monolingual dictionary for language production

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Abstract

This article reports on the results of a research study which investigated the use of monolingual dictionaries by Hong Kong advanced Cantonese ESL learners in the production of target language sentences. Thirty-one English majors participated in a sentence completion task and a sentence construction task with and without the help of a monolingual dictionary. In the sentence completion task, a full Chinese context and a partial English context were given, whereas in the sentence construction task, only a few English prompts were given. Different self-reporting protocols, including introspective questionnaires, retrospective questionnaires and think-aloud recordings, and a post-task focus-group interview were conducted to tap into the participants' thinking processes during dictionary consultation. The results show that a monolingual dictionary is useful in helping learners produce target language sentences, yet learners encounter different kinds of consultation problems, some of which are related to their general use of dictionaries and others to the language in which their thinking processes are engaged. It is suggested that ESL learners use both monolingual and bilingualized dictionaries in their learning and that ESL teachers design dictionary skills training programs which take into account learners' linguistic competence and actual consultation problems.


In hierdie artikel word verslag gedoen van die resultate van 'n navorsingstudie wat die gebruik van eentalige woordeboeke deur gevorderde Kantonese ESL-aanleerders in Hong Kong in die produksie van teikentaalsinne ondersoek het. Een-en-dertig studente met Engels as hoofvak het deelgeneem aan 'n taak waarin hulle sinne moes voltooi en aan 'n taak waarin hulle sinne moes bou met en sonder die hulp van 'n eentalige woordeboek. In die taak waarin hulle sinne moes voltooi, is die volle Chinese konteks en 'n gedeeltelike Engelse konteks verskaf, terwyl daar in die sinsboutaak slegs 'n paar Engelse leidrade gegee is. Verskillende selfrapporteringsprotokolle, insluitende introspektiewe vraelyste, retrospektiewe vraelyste en hardopdinkopnames, asook 'n onderhoud met die fokusgroep nadat die taak afgehandel is, is onderneem om die deelnemers se denkprosesse gedurende die raadpleging van 'n woordeboek te volg. Die resultate toon dat 'n eentalige woordeboek nuttig is om aanleerders te help om teikentaalsinne te produseer, maar aanleerders kom verskillende soorte probleme teë tydens die raadpleging van 'n woordeboek, waarvan party verwant is aan die algemene gebruik van woordeboeke, en ander aan die taal waarin gedink word. Daar word voorgestel dat ESL-aanleerders sowel eentalige as verklarende woordeboeke met vertalings gebruik wanneer hulle leer en dat ESL-onderwysers programme ontwikkel wat woordeboekvaardighede oordra en wat leerders se taalvaardigheid in ag neem sowel as hulle werklike raadplegingsprobleme.

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/content/lexikos/22/1/EJC129981
2012-01-01
2016-12-09
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