This paper aims at raising the reader's awareness for the complexity of dictionaries and is meant to convey lots of additional information on dictionaries as such and also on how to use them, especially with young learners of English in the classroom.
The majority of dictionary owners are not aware of the huge source of knowledge they could have access to if they had learned how to use a dictionary properly and therefore actually will not profit from their purchase.
The first thing most adults do when they start to learn a new language is to buy a dictionary, because this seems to be the first step to successful language acquisition to them. This might be true for some people who really know how to appropriate the multifarious information provided by their dictionaries.
Table of Contents
Preface
Introduction
1. Different Types of Dictionaries
1.1. Definition
1.2. Monolingual and bilingual dictionaries
1.3. Learner's dictionaries and native speaker´s dictionaries
2. Comparison of Different Dictionaries
2.1. All dictionaries at a glance
2.2. New Student's Dictionary
2.3 Langenscheidt Power Dictionary Englisch
2.4. Langenscheidt Schulwörterbuch Englisch
2.5. Langenscheidt´s Two in One Dictionary of English
2.6. Langenscheidt Universal-Wörterbuch Englisch
2.7. Macmillan Essential Dictionary for Learners of English
2.8. Das Oxford Grundwörterbuch
2.9. Learner´s Wordfinder Dictionary
2.10. Das Oxford Schulwörterbuch
2.11. Pons Basiswörterbuch
2.12. Pons Globalwörterbuch
2.13. Pons Smile Wörterbuch
3. Online Dictionaries
3.1. LEO (URL: dict.leo.org)
3.2. PONSline (URL: www.ponsline.de)
3.3. (woerterbuch.info) (URL: www.woerterbuch.info)
3.4. Word Central (URL: www.wordcentral.com)
4. Curriculum References to Dictionary Use
4.1. The Austrian curriculum
4.2. Dictionaries among the government financed books
5. Dictionary Features and Required Skills
5.1. Information in the dictionary
5.2. Skills needed to extract certain information
5.3. Deliberations on Dictionary Training and Teaching
6. Introduction to Dictionary Use in the English Classroom
6.1. Subject Matter
6.2. Teaching and Learning Conditions
6.3. Media
6.4. Questionnaire I
6.5. Lessons
6.6. Questionnaire II
6.7. Personal Reflexion
7. Conclusions
Lesson Plan 1
Lesson Plan 2
Lesson Plan 3
Lesson Plan 4
Lesson Plan 5
Lesson Plan 6
Lesson Plan 7
Lesson Plan 8
Research Objectives and Key Topics
The primary aim of this diploma paper is to investigate the role of dictionaries in the language learning process of young learners (aged 10-14) and to provide teachers with practical guidance and pedagogical strategies for integrating dictionary use into the English classroom to promote independent learning.
- Classification and functional analysis of various paperback and online dictionaries.
- Curricular integration of dictionary usage in Austrian schools.
- Methodological development and evaluation of dictionary training lessons.
- Assessment of students' dictionary skills and challenges in identifying relevant information.
- Development of pedagogical strategies to overcome obstacles and improve dictionary proficiency.
Excerpt from the Book
2.3 Langenscheidt Power Dictionary Englisch
This dictionary is my personal favourite for many reasons. lt contains all the important reference tools for students, which are a thumb index, running heads and coloured headwords. In comparison with other dictionaries it has a relatively short and clear list of abbreviations (cf. Langenscheidt 2002, p.8), which students are likely to comprehend and remember, and it is in my eyes the best di ctionary to read an explanation of phonetic symbols and their pronunciation (cf. Langenscheidt 2002, p.10). What I also like with this dictionary are the various info boxes on cultural customs and habits (cf. Langenscheidt 2002, p.289) as well as on useful words and phrases (cf. Langenscheidt 2002, p.723). You can also have a look at maps of the English speaking countries (cf. Langenscheidt 2002, p.293) in this dictionary. Furthermore, false friends are indicated by an attention sign and explained in brackets, e.g. "gymnasium" (cf. Langenscheidt 2002, p.226). The lively drawn pictures (cf. Langenscheidt 2002, p.540) invite you to do picture descriptions with your class and could even be taken as an impulse for a di alogue or similar things.
Unfortunately the Power Dictionary's big disadvantages for school use are its size and weight. There is also the fact that the part of speech a word belongs to (e.g. noun, verb, adjective,...) is not indicated and grammar as a whole could be presented in a more increased and organised way.
Summary of Chapters
1. Different Types of Dictionaries: Defines what a dictionary is and categorizes various types, such as monolingual versus bilingual dictionaries and learner's versus native speaker's dictionaries.
2. Comparison of Different Dictionaries: Provides a functional analysis and comparison of twelve selected dictionaries regarding their usability and features for young students.
3. Online Dictionaries: Introduces four online resources, highlighting their accessibility and features while discussing the necessity of computer literacy for their effective use.
4. Curriculum References to Dictionary Use: Examines how the Austrian curriculum for the "Hauptschule" treats dictionary use and lists the government-approved school dictionaries.
5. Dictionary Features and Required Skills: Details what information can be found in dictionaries and defines the essential skills students need to master to extract information efficiently.
6. Introduction to Dictionary Use in the English Classroom: Presents a proposal for teaching dictionary skills, including practical lesson plans and an evaluation of their implementation in a school setting.
7. Conclusions: Reflects on the effectiveness of dictionary training and discusses the necessity of continuous practice and teacher guidance in fostering autonomous language learning.
Keywords
Dictionary, Language Learning, English Classroom, Young Learners, Monolingual, Bilingual, Dictionary Skills, Dictionary Training, Vocabulary Development, Online Dictionaries, Austrian Curriculum, Pedagogy, Independent Learning, Grammar, Pronunciation.
Frequently Asked Questions
What is the core focus of this diploma paper?
The paper explores the role of dictionary training in the English classroom for students aged 10-14, focusing on how to effectively introduce and integrate these tools to foster independent language learning.
What are the primary themes discussed?
Key themes include the classification of dictionaries, their practical features, curriculum guidelines, necessary student skills for extracting information, and the hands-on application through classroom lessons.
What is the main research question of this study?
The research seeks to determine how teachers can raise students' awareness of dictionary complexity and teach them to use these resources efficiently as a support for both receptive and productive language tasks.
Which teaching methodology is employed in the practical section?
The author uses a structured approach consisting of eight introductory lessons that focus on specific dictionary skills like alphabetical order, handling abbreviations, decoding phonetic symbols, and exploring word meanings.
What topics are covered in the main section of the paper?
The paper covers the functional analysis of various learner's dictionaries, the role of online dictionaries, legal and pedagogical references within the Austrian curriculum, and the development of student dictionary skills.
How is the paper characterized by the selected keywords?
The work is characterized by its focus on pedagogical dictionary training, the differences between dictionary types, and the practical implementation of these tools in English teaching for young learners.
How does the author evaluate the "Langenscheidt Power Dictionary" for classroom use?
The author considers it a personal favorite due to its clear structure, useful info boxes, and cultural references, despite its size and weight which make it less portable than other options.
What does the student survey reveal about their current dictionary habits?
The survey indicates that while most students own bilingual dictionaries, their usage is often limited to basic translation tasks, and they frequently lack the advanced skills to utilize the full breadth of information provided.
What specific difficulty did students face regarding idioms in the questionnaire?
Students struggled significantly with idioms because they often attempted to translate phrases literally, ignoring the fact that dictionary lookup strategies for idioms differ from those for single words.
- Arbeit zitieren
- Bianca Lehner (Autor:in), 2005, Introducing Dictionaries to 10-14 Year Olds in the English Classroom, München, GRIN Verlag, https://www.grin.com/document/311688
