リーディングにおける英英辞典と英和辞典の有効性の比較

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  • リーディング ニ オケル エイエイ ジテン ト エイワ ジテン ノ ユウコウセ

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Dictionaries are useful tools for language learners. As good dictionaries may change the quality of work, it is important to choose the most appropriate ones. Using bilingual dictionaries has been a controversial issue in language teaching. Though it is said that monolingual dictionaries "tend to be unquestioningly regarded as better than bilingual dictionaries" (Thompson: 1987), many students choose to use bilingual dictionaries. Such students say monolingual dictionaries are inefficient and not motivating because using them is time-consuming and does not always offer a positive result in reading comprehension. One kind of dictionary may be a great learning resource for one group of students, but it may not be very helpful for another group of students. The purpose of this study is to investigate the effects of monolingual and bilingual dictionary use on Japanese students' performance on a reading test which consists of two sections, comprehension and recognition of word meanings. A significant difference was found between the monolingual dictionary group and bilingual dictionary group on both sections of the reading test. The advantages and disadvantages of using monolingual and bilingual dictionaries are discussed based on the result. Questionnaire data is also presented describing students' habits and preferences in regard to dictionary use. This article ends with suggestions for teachers who are considering introducing monolingual dictionaries into the classroom.

収録刊行物

  • 英米文化

    英米文化 28 (0), 37-52, 1998

    英米文化学会

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