The impact of E-dictionary strategy training on EFL class
The impact of E-dictionary strategy training on EFL class
复制标题
电子词典策略训练对英语课堂的影响
DOI：
10.1007/s40607-015-0018-3
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Toshiko Koyama
中科院分区：
文献类型：
--
作者：
森田彰;他;湯舟英一 (共著);能登原 祥之;Toshiko Koyama
本研究旨在探讨在英语阅读课堂上使用袖珍电子词典对非英语专业学习者进行策略培训的效果。本研究是基于笔者之前的研究（LET Kansai Chapter Collected Papers 15：109-119，2015）的结果而设计的，该研究的结论是，为期10周的阅读任务与词典策略培训可能会对参与者的学习态度产生积极影响，而且词典策略和参考技能也得到了很好的保留。因此，本研究为参与者提供了：（1）元认知任务作为课外活动;（2）设置一个协作学习环境，同行评审;（3）明确的策略和参考技能的投影仪。结果表明，非英语专业学生在完成这些任务时，能够保持策略和参考技巧。此外，在本研究中，他们学习英语的态度似乎有所改善。
The present study attempts to clarify how effective strategy training has been with pocket electronic dictionaries for non-English major EFL learners in an English reading class. The study was designed on the basis of the results of my previous study (LET Kansai Chapter Collected Papers 15:109–119, 2015), which concluded that the reading task with dictionary strategy training for 10 weeks might positively affect the participants’ attitude to leaning, and also the dictionary strategies and reference skills have been well retained. The present study, therefore, provided the participants with: (1) metacognitive tasks as an outside-class activity; (2) setting a collaborative learning environment with peer review; (3) an explicit presentation of the strategies and reference skills with a projector. The results showed that the strategies and reference skills could have been retained by the nonEnglish majors doing these tasks. Additionally, their attitude to learning English seemed to be improved in the present study.