| Abstract |
The pocket electronic dictionary (PED) has the potential to be a powerful languagelearning tool. At the same time, it may be seen as an obstacle to communication, a waste of classroom time, and a source of conflict between foreign-language learners and the teachers. This presentation will report an in-depth survey of three sets of people influenced by the widespread presence and use of the PED in the classroom: foreign-language students, teachers who share the native language of the students, and teachers who are native speakers of the target language. The survey, which takes into account the beliefs, attitudes, and expectations of Japanese learners of English and of their teachers regarding the PED, revealed important differences in their opinions about how and when the dictionary should be used, in the effect of dictionary use on foreign language vocabulary development, and regarding users. needs for training or guidance in the use of electronic dictionaries. The presentation will also recommend means by which understanding of these differing perspectives may help both language learners and teachers make the most of the potential of the electronic dictionary. |
| BibTex |
@InProceedings{ELX08-132,
author = {James Ronald, Shinya Ozawa},
title = {The Electronic Dictionary in the Language Classroom: The Views of Language Learners and Teachers},
pages = {1311-1315},
booktitle = {Proceedings of the 13th EURALEX International Congress},
year = {2008},
month = {jul},
date = {15-19},
address = {Barcelona, Spain},
editor = {Elisenda Bernal, Janet DeCesaris},
publisher = {Institut Universitari de Linguistica Aplicada, Universitat Pompeu Fabra},
isbn = {978-84-96742-67-3},
} |
