EFL Learners' Use of Print and Online Dictionaries in L1 and L2 Writing Processes
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The study aims to obtain a profile of users in previous instruction learners have received with regard to solving vocabulary gap problems in Korean (L1) and English (L2) writing, to gain knowledge on the type and form of dictionaries, and the dictionary use strategies that are being used in writing Korean (L1) and English (L2) compositions. Data was collected through questionnaires and semi-structured interviews from 54 students in three English composition classes at a university. The analysis of the data revealed that the students have hardly received instruction for solving lexical gap problems and dictionary use in writing of L1 and L2. With regard to the type and form of dictionaries used in writing L1 and L2, the print monolingual dictionary and the Internet (online) bilingual dictionary was most popularly used where Korean-English bilingual dictionary is most frequently utilized in L2 writing. The results imply that easy access of the Internet (online) bilingual dictionaries contributes to its popular use in L2 writing. The dictionary use strategies that students employed to reduce their vocabulary gap knowledge differed significantly between L1 and L2, favoring L2. The results suggest that writing tasks in L2 entail learners to solve lexical gap problems and that there is need to devise classroom tasks for productive use of dictionaries.
Abstract
The study aims to obtain a profile of users in previous instruction learners have received with regard to solving vocabulary gap problems in Korean (L1) and English (L2) writing, to gain knowledge on the type and form of dictionaries, and the dictionary use strategies that are being used in writing Korean (L1) and English (L2) compositions. Data was collected through questionnaires and semi-structured interviews from 54 students in three English composition classes at a university. The analysis of the data revealed that the students have hardly received instruction for solving lexical gap problems and dictionary use in writing of L1 and L2. With regard to the type and form of dictionaries used in writing L1 and L2, the print monolingual dictionary and the Internet (online) bilingual dictionary was most popularly used where Korean-English bilingual dictionary is most frequently utilized in L2 writing. The results imply that easy access of the Internet (online) bilingual dictionaries contributes to its popular use in L2 writing. The dictionary use strategies that students employed to reduce their vocabulary gap knowledge differed significantly between L1 and L2, favoring L2. The results suggest that writing tasks in L2 entail learners to solve lexical gap problems and that there is need to devise classroom tasks for productive use of dictionaries.
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