This research examined the effectiveness of the use of two different type of electronic dictionary: monolingual and bilingual dictionaries in the reading comprehension, production, and vocabulary acquisition by Chinese international students. A total of 141 Chinese international students with different English levels were involved in the study, and 139 of them finally completed the experiment. Sixty eight ofthem were assigned to use a monolingual dictionary during the test while the rest to use a bilingual dictionary. The exact same exam which was called verbal reasoning, measured in three times, contained 25 questions that examined participants' ability to analyze vocabulary and evaluate information from written material. Thirteen of the participants were interviewed twice about their perceptions of vocabulary acquisition, their view about using electronic dictionaries in reading comprehension. In spite of that most researchers tend to believe that the use the monolingual electronic dictionary would lead better outcomes and promote incidental vocabulary acquisition, the result of the experiment showed there was no significant difference among Chinese international students who used the monolingual or bilingual dictionary in verbal reasoning exams.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 52/06M(E), Masters Abstracts International|
|Subjects:||Asian Studies, English as a Second Language, Adult education, Web Studies|
|Keywords:||Chinese international students, Dictionary usage, Second language acquisition, Vocabulary learning|
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