The Use of Dictionaries in an A2 EFL Classroom

Abstract

The following study deals with the need of using the dictionary in the English as a Foreign Language (EFL) classroom in order to help students acquire better language competence. Nonetheless, in order to make that possible, language teachers need to start considering the relevance of teaching dictionary skills among learners. Indeed, there are many studies which show that dictionary skills are not developed and taught in the language classrooms. During my experience as a language teacher I have realised that my students were not trained to use the dictionary properly. The dictionary was normally used to look up for the translation of words when performing reading, translation or writing tasks. Nevertheless, most of their results were not accurate even when the dictionary was used. This shows that students did not understand the information provided by the dictionary and that they had no instruction in order to make the best use of lexical and encyclopaedic reference works (both print and electronic). The present study has been carried out among students who are attending a Business Module and whose level of English is A1-A2 (i.e. ‘basic user’), according to the Common European Framework of Reference for Languages (CEFR). Therefore, considering students’ language level in English and their lack of training upon dictionary skills, this study has the aim of showing students the importance of reference works and how they need to be used as part of the language learning process. Since we do believe in the idea that reference works help language learners to enhance their competence in the L2, a study has been conducted in order to test this hypothesis. It must be noted that due to the lack of time during the practicum period required for the Máster en Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas of the Universitat Jaume I, the author of this study has specifically focused on improving three types of common mistakes among her students with the help of the dictionary. Hence, the present study deals exclusively with the following lexical points: phrasal verbs and the meaning of specific particles, polysemy and collocations. In order to raise awareness among students of the relevance of how to use reference works properly, and so as to provide them with enough dictionary use training to develop and foster autonomous work, the author has designed a variety of activities based on the lexical points mentioned above. Hereunder the procedure followed during the sessions is described: In the first place, students were given some instruction on dictionary typology and dictionary use so they could get familiar with its information and become more skilled at using reference works. Secondly, students received different activities along different sessions. They were given to students as means of homework or extra assignments during the classroom sessions; however, to take part on the study was voluntary. Then, the assignments were handed in to the teacher so she could track their mistakes, but she did not provide students with immediate correction. Instead, the teacher focused on explaining the lexical point students had to work on during the following session and how they could correct their mistakes with the help of a dictionary. Finally, students were asked to perform the activity again in order to work on the mistakes. To that end, attending to the lexical issue of the activity, the teacher selected the specific dictionary students would need to use for correction. This working method allowed the teacher to prove if: 1. Students become more skilled on dictionary use after instruction. 2. Dictionaries can help language learners to enhance their language competence and to correct mistakes successfully.