The Dictionary and Vocabulary Behavior

A Single Word or a Handful

Datos Bibliográficos

ID10816501
AutoresJames Baxter (0000-0003-0932-5920), J H Baxter (autor de correspondencia)
Año1980
Volumen14
Número3
Páginas325
Fecha de publicación1980-09-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaTESOL Quarterly (JOURNAL)
Identificadores de la revistaISSN: 0039-8322 • E-ISSN: 1545-7249
EditorialJSTOR (PUBLISHER)
DOI10.2307/3586597
OpenAlexW1973783763
IdiomaEN
Citas recibidas19
Referencias citadas5

Choosing the most appropriate dictionary for students in the ESOL classroom is a recurrent problem. So as to provide a context for dictionary selection, this article presents a view of vocabulary referred to as vocabulary behavior. By making an explicit distinction between spoken and written English, this view reveals the relation between dictionary use, classroom vocabulary behavior and student success in meeting their communicative needs. An argument in support of the choice of a monolingual English learner's dictionary is presented. Whereas a bilingual dictionary tends to encourage the employment of a single lexical item, the monolingual dictionary demonstrates that definition is an alternative. Through use of a monolingual dictionary, students are led to the use of conversational definition in speech and thus benefit from the full range of resources offered in spoken English. Questionnaire data is presented describing the dictionary habits and preferences of a population of Japanese university students of English

Linguistics · Natural language processing · Vocabulary · Vocabulary development · Word (group theory) · Artificial Intelligence · Computer Science · Discourse Analysis in Language Studies · Lexicography and Language Studies · Philosophy · Psychology · Second Language Acquisition and Learning