Assessing the Effectiveness of Monolingual, Bilingual, and “Bilingualised” Dictionaries in the Comprehension and Production of New Words
Assessing the Effectiveness of Monolingual, Bilingual, and “Bilingualised” Dictionaries in the Comprehension and Production of New Words
复制标题
评估单语、双语和“双语化”词典在理解和产生新单词方面的有效性
DOI：
10.1111/j.1540-4781.1997.tb01174.x
复制
发表时间：
1997
期刊：
影响因子：
--
通讯作者：
L. Hadar
中科院分区：
文献类型：
--
作者：
B. Laufer;L. Hadar
本文考察了单语词典、双语词典和双语词典在英语学习者理解和产生新词方面的差异。研究对象为123名高中生和大学生。测试包括15个低频词。五个与他们的条目从单语学习词典，5个与他们的翻译从双语词典，5个与从双语（或半双语）词典的条目。这项研究测试了参与者对目标词的理解以及他们在自己的句子中使用这些词的能力。实验结果表明，不同的词典可能适用于不同词典使用能力的用户。
This article examines the differences in effectiveness of 3 types of dictionaries— monolingual, bilingual, and “bilingualised” in the comprehension and production of new words by EFL learners. The participants in the research were 123 high school and university learners. The test consisted of 15 low-frequency words. Five were given with their entries from a monolingual learner's dictionary, 5 with their translations from a bilingual dictionary, and 5 with the entry from a bilingualised (or semibilingual) dictionary. The study tested participants on the comprehension of the target words and on their ability to use these words in their own sentences. The results of the experiment suggest that different dictionaries may be suitable for users with different abilities in dictionary use.