Dictionary use in learning a second language

Abstract

This study has investigated the effect of dictionary use considering dictionary types on vocabulary retention and reading comprehension. Participants of the study were selected among 4th year students in the English Language Teaching Department of Education Faculty, Uludağ University. There were 88 participants in total. The instruments used to collect data were a vocabulary test - used as both a pre-test and a post-test, a reading passage supplied with dictionary-like glossaries, and a reading comprehension test. There were four groups altogether three of which were dictionary groups called Bilingual Dictionary Group, Monolingual Dictionary Group, Semibilingual Dictionary Group and one of them is No Dictionary Group consisting of non-dictionary users. A cloze test was used to make sure of their proficiency level equality. In the first stage, the vocabulary pre-test was given to the students. In the second stage, one week later, the participants were asked to read the passage by using glossaries and then answer the comprehension test questions. In the third stage, immediately following the tests in the second stage, the same vocabulary test as the pre-test was handed out in order to determine vocabulary gains as a result of dictionary use. Statistically, the results revealed a significant difference among groups in terms of vocabulary retention. In other words, the findings showed that dictionary use is a facilitating vocabulary learning technique regardless of different dictionary types. However, there was no strong evidence to suggest that specific type of dictionary use is a facilitating factor in reading comprehension because the results revealed no significant difference among dictionary groups in terms of reading comprehension.