Citation: Abdullahi, B.S. (2025). Integrating Teaching of Dictionary Use in the Foreign Language Class. Tasambo Journal of Language, Literature, and Culture, 4(1), 67-80. www.doi.org/10.36349/tjllc.2025.v04i01.008.
INTEGRATING
TEACHING OF DICTIONARY USE IN THE FOREIGN LANGUAGE CLASS
Bello Shehu Abdullahi
Department of Linguistics and Foreign
Languages
Bayero University, Kano-Nigeria
bsabdullahi.lin@buk.edu.ng
Abstract
The dictionary is considered to be among the most useful
learning tools for second and foreign language learners. Most learners of
French as a Foreign Language (FFL) in secondary schools in Nigeria have a copy
of a bilingual dictionary. However, it has been observed that although students
possess dictionaries, they lack basic skills in the effective ways of using
them to enhance their language development. Despite this situation, the
Nigerian Federal Ministry of Education’s French language curriculum makes no
reference to teaching or learning dictionary use and/or skills at the secondary
school level. Relatively few attempts have been made by teachers to systematically
incorporate such content in the instructional process. It is, therefore,
believed that the use of dictionary skills should be integrated into the
language curriculum and be taught in all Nigerian secondary schools. In such a
situation, the teacher’s role is paramount in guiding and facilitating the
skill and/or acquisition process. This paper reports the progress of a research
project that aims to assist students in acquiring productive dictionary
consulting strategies. Specific dictionary use activities have been designed
and carried out among 39 students in a Nigerian secondary school, showing the pre-training
assessment and post-training development, all revealing students’ efficacy in
using both monolingual English dictionaries and bilingual
English-French/French-English dictionaries.
Keywords:
Bilingual/Monolingual
Dictionaries, Dictionary Use, Language Assessment, Language Teaching, Foreign
Language, French
1.0 Introduction
Doubtlessly, teaching language involves navigating a
complex landscape that demands a blend of technical expertise and pedagogical
proficiency, and, as such, educators should skillfully leverage modern teaching
aids to deliver content efficiently within the classroom setting. Studies like
El-Sayed & Siddiek (2013), Liu Lin (2013), Walz &Cubillo (2004), Laufer
(2010), Ali (2012), Nesi (1999; 2002), Wintage (2004), Chan (2011) and Scholfield
(1982) underscore the critical role of dictionaries, whether they are
monolingual, bilingual or bilingualised in facilitating language learning.
However, despite their significance, dictionaries do not often receive the
recognition they deserve in educational contexts. While educators recognise the
significance of promoting dictionary use in language learning and learning
French in particular and have implemented some strategies, they lack precise
guidance on how to effectively facilitate students’ dictionary utilisation.
Only a small number of teachers, especially in the Nigerian context have
methodically instructed students on dictionary usage or developed diverse
exercises to enhance their dictionary skills. In fact, limited is the emphasis
on educating students about the types of dictionaries and their appropriate
applications across different learning stages and activities. It has therefore
become imperative for French language instructors in Nigeria to acknowledge and
integrate dictionaries into FLL syllabi and teaching practices to maximise
their potential impact on language acquisition and proficiency. This study
provides a report on a project aimed at assisting students with effective
French dictionary use and the pressing need for the integration of teaching
dictionary use in foreign language classes, in general, and French language
classes in particular.
2.0 Dictionary Use
Etymologically, the term ‘dictionary’ originates
from the Latin ‘dictionarium’ through French ‘dictionaraire,’ and means ‘a book
of sayings’ (Hartmann, 1992, p.5). However, in contemporary usage, ‘dictionary’
is commonly used to refer to a book containing word lists alongside their
relevant details. This is a perspective supported by Crystal (1987), who
defines a dictionary as a reference book that organises words alphabetically.
Crystal also distinguishes between two interpretations of ‘dictionary’: a
physical reference book found in living rooms or a shelf in the library, and an
internalised lexicon carried by native speakers as part of their cognitive
repertoire. In another definition proposed by the Concise Oxford Dictionary of
Current English (1998), a dictionary is characterised as a resource detailing
individual words or specific word classes, covering pronunciation, meaning,
usage, synonyms, etymology, and historical context. Essentially, a dictionary
serves as a systematically arranged compendium of linguistic forms, aiding
pronunciation, spelling, and grammar checking and offering insights into word
meanings, syllabication, intonation, pronunciation, and sentence usage.
Dictionaries are primarily consulted for understanding unfamiliar words or
phrases.
The vitality of a dictionary in learning or
acquiring a language cannot be overlooked. As Walz and Cubillo (2004) note, a
dictionary serves as a crucial asset in language acquisition, providing
learners with valuable linguistic and cultural insights, particularly when formal
instruction is unavailable and learners bear the responsibility for their progress.
Equally, Bensoussan et al. (1984) emphasise the comprehensive utility of
dictionaries, elucidating aspects of grammar, usage, synonym discrimination and
nuances between spoken and written language, which are often overlooked in textbooks.
Based on this, Laufer (1990) advocates for the strategic use of dictionaries,
especially when encountering familiar words within perplexing contexts, to
enhance comprehension. It should be noted that referencing dictionaries during
reading, speaking and writing activities facilitates the precise understanding
of words. This, as Huang & Zohreh (2013) assert, ensures the contextual
significance in determining the intended meaning of polysemous terms.
Various types of dictionaries, over the years, have
assisted language learners in understanding unfamiliar words, constructing
accurate sentences and grasping word usage within appropriate contexts.
Nevertheless, opinions among language educators regarding the efficacy of
dictionaries in aiding learning vary (see, for example, Barnes, Hunt, &
Powell, 1999; Carduner, 2003). Some argue that reliance on dictionaries can be
counterproductive, fostering excessive dependence and misuse due to learners'
unfamiliarity with dictionary conventions (Carduner, 2003). Similarly, it is
common for language instructors to lament students' misuse of dictionaries. Studies
investigating dictionary usage, such as Chan (2011), Laufer (2010), Nesi (2002)
and Nesi & Meara (1994), among others, have documented instances of
unsuccessful look-ups during consultations. Learners often struggle to locate
pertinent information within entries or select definitions inappropriate for
the given context. Researchers have probed into the root causes of look-up
errors, identifying instances where users fixate on specific parts of
definitions (Nesi & Meara, 1994) or misinterpret the grammatical
classification of words, leading to the selection of inaccurate definitions.
Investigation of dictionary use strategies
internationally has been a focal point for researchers seeking to enhance
language learners’ proficiency. Huang and Zohreh (2013), for instance, emphasise
the efficacy of employing both dictionary and contextual guessing strategies
for advanced English learners, while Ali (2012) examined the intricacies of
monolingual dictionary use within English as a Foreign Language (EFL) contexts.
In a study examining the dictionary usage habits of international students,
Nesi (2002) concludes that certain errors stemmed from a lack of proficiency in
dictionary utilisation among learners. Other investigations on the behaviours
of dictionary users, such as Atkins & Varantola (1997), Bishop (1998), and
Nesi (2002), similarly underscored the importance of imparting dictionary-use
skills to language learners. Despite the recognition of the nuanced
competencies required for successful dictionary usage, there remains ambiguity
surrounding the precise nature of these skills. The dearth of research on the
instruction and efficacy of these skills is attributed to a limited
understanding of the specific abilities and strategies necessary for effective
consultation of dictionaries. There is a tendency to assume that language
learners possess the requisite skills for dictionary usage merely by virtue of
owning one akin to assuming that owning a book implies proficiency in
extracting information from it. Consequently, among the myriads of language
learning skills, dictionary-use skills have often been overlooked in language
classrooms. While dictionaries tailored for language learners have undergone
revisions and enhancements to cater to their needs, recent studies, such as
Chan (2011), continue to indicate that the average language learner lacks
proficient dictionary-use skills. This, notably, is the case of French learners
in Nigeria which the present study seeks to examine.
To this end, three notable researches have been done
on the strategic use of dictionaries. Scholfield (1982) outlined a seven-step
process for dictionary look-up requiring various strategies, where learners initially
locate new words. In case they struggle with complex phrases, such as idioms,
they should identify inflected forms and understand the alphabetical organisation
of such words. For unfamiliar alphabets, outside inquiry may be necessary (in
the case of second language learners). When unable to find an entry, learners
explore compound elements or stems or check nearby entries or the addendum;
however, if faced with multiple definitions, they select the most fitting one
for the context. Finally, understanding and integrating definitions is
essential often requiring inference when definitions are insufficient. However,
upon incorporating Scholfield’s steps in his study, Wintage (2004) observes that
the approach acknowledges the limitations of dictionaries in capturing all word
meanings. He consequently proposes a three-division of dictionary-use skills, namely
dictionary-specific strategy, language-specific strategy and meaning-specific strategy.
Nesi (1999) introduced the most comprehensive and
renowned set of strategies for using dictionaries organised into six stages.
The initial stages involve preparatory techniques like recognising dictionary
types and assessing the need for consultation. Stage Three focuses on locating
entry information, while Stage Four delves into interpreting entry details,
encompassing fourteen strategies, including identifying pertinent information
and deciphering phonetic symbols. Stage Five involves recording entry
information, employing methods like selecting a recording approach and
maintaining a vocabulary notebook. The final stage addresses comprehension
issues related to dictionary use, incorporating strategies, such as
understanding the purpose and styles of dictionaries. These strategies, based
on a survey of language teaching professionals, form the basis of Nesi’s
taxonomy. By applying it together with certain previous research in this field,
investigators like Bishop (2000) have resulted in assembling practical
recommendations for utilising bilingual dictionaries as a tool for enhancing
language acquisition during the study.
2.1 Bilingual/Monolingual
Dictionaries Use
Dictionary can be classified by many criteria. One
way of categorising a dictionary is by the number of languages contained in it.
Nation (2001, p.288), on this note, categorises dictionaries into three
classes: monolingual, bilingual and bilingualised (although trilingual and
multilingual dictionaries exist as well). Monolingual dictionaries are written
in only one language (for instance English-English learner’s dictionary) while
bilingual dictionaries are written in two languages (for instance English-Indonesian
and Indonesian-English). A bilingualised dictionary is monolingual and also has
first-language synonyms or definitions. They exist in only a few languages.
Several studies, such as Koca et al. (2014), have
investigated the advantages of employing both monolingual and bilingual
dictionaries. According to Koca et al., learners utilising monolingual
dictionaries can comprehend various facets of the English language,
encompassing word meanings, pronunciation, grammar, contextual word usage,
synonyms, antonyms and word register. Nation (2001) suggests that English
learners often resort to monolingual dictionaries to decipher definitions,
examples and word forms. The benefits of monolingual dictionaries lie in
fostering learners’ ability to paraphrase, as they gain insights into
definitions within context. Furthermore, premium monolingual dictionaries offer
a wide array of lexical information, such as noun countability, collocations,
idioms, examples and derivations, thereby enhancing learners’ exposure to
language knowledge and facilitating unconscious language acquisition (Lew &
Adamska-Salaciak, 2015). However, utilising monolingual dictionaries presents
challenges for foreign learners. Primarily, learners must discern how to
navigate the correct entries to leverage the wealth of data provided, as
entries are written in the target language (Lew & Adamska-Salaciak, 2015).
This approach seeks to distance learners from their native language entirely.
Consequently, less proficient students may develop a negative perception of
monolingual dictionaries due to difficulties in understanding definitions,
symbols and morphological information presented in a foreign language (Hayati
& Mohammadi, 2005). Additionally, Wintage (2004) critiques monolingual
dictionaries for their limited utility in aiding learners’ production purposes,
as learners may struggle to locate specific items for which they are enquiring.
Conversely, a bilingual dictionary
has been defined as a sort of dictionary that links the vocabularies of two
languages through translation equivalents (Lukac, 2011). Aboghunaim’s (2019)
survey revealed that learners acknowledge the greater precision and detail
provided by monolingual dictionaries compared to bilingual ones, yet they still
favour bilingual dictionaries that list the first language when seeking
unfamiliar words (Aboghunaim, 2019). This preference stems from the fact that
ambiguous word definitions in monolingual dictionaries compel learners to
conduct additional searches. Moreover, the absence of direct reference to the
native language in monolingual dictionaries leads to their disregard.
Consequently, bilingual dictionaries offer students convenient access to
understanding the materials they encounter (Laufer & Levitzky-Aviad, 2006).
Hayati (2006) similarly examined the benefits of using bilingual versus
monolingual dictionaries, revealing that both groups experienced a decline in
vocabulary retention over time with no significant disparity in performance
between the two groups in the final tests.
3.0 Methodology
3.1 Participants
The participants of this study are students
purposively sampled from a secondary school in Kano state, Nigeria. Both
English and French are taught as second languages in the school, with the
former being the language of instruction and the official language of Nigeria.
3.2 Plan and Rationale
Students had been using dictionaries during their regular
language classes (English and French) which enabled them to be equipped with
certain unpronounced strategies. This process, however, reflects their need for
recommended skills in dictionary usage and as such, provision for materials and
the basis for dictionary usage study. This study aims to make dictionary skills
training a separate subject under Foreign Language Learning. In this process, the
students were therefore taught how to use a dictionary as part of their
extra-class study. Tasks are designed in dictionary studies to enhance the students’
efficacy in using dictionaries.
3.3 Procedure
Nine classes concerning the use of dictionaries were
held with the students in the first term. Each class holds a key topic with relevant
content. Class 1 introduced ‘Choosing and Using the Dictionary’ where four
contents were explored: 1) What is a dictionary? 2) Types and examples of
dictionaries. 3) Using a suitable dictionary in solving language-related
problems. 3) Preface and user guide in dictionaries. 4) Choosing a dictionary.
The second and third classes introduced examples of
monolingual and bilingual dictionaries and discussed some commonly used
dictionaries, such as Longman Dictionary
of Contemporary English, Oxford Advanced Learner’s Dictionary of Current
English, Collins Dictionary of the English Language, Webster’s New World
Dictionary of the American Language, Dictionaries of Idioms, Dictionaries of Collocations,
Dictionaries of Synonyms, and also French-English dictionaries like Collins-Le
Robert Concise French-English Dictionary and Collins Robert French Unabridged
Dictionary.
The fourth class discussed using dictionaries to
gain improvement in reading and vocabulary development by designing exercises
and activities for students to grasp the main idea of a passage, guessing
meanings from context, analyse word formation and compare different words with
the help of a dictionary.
The fifth class was about using dictionaries in
translation from English into French. Four steps are designed to help students make
the best use of a dictionary in prose translation: understand prose; find out
difficult words; try to translate difficult words with the help of a French-English
Dictionary; decide which English word or phrase should be used with the help of
an English-English dictionary or English-French dictionary. The sixth class was
about using dictionaries in translation from French into English. Students work
in groups to translate a chosen French short story, 'Le Chat Botté’, following
the similar four steps in the previous lesson.
The seventh class was about writing, which also
consisted of four steps: providing students with specific examples in their
writing and analysing their problems; revising one piece of writing written by
a student assisted by dictionaries; discussing and revising articles delivered
to their group written by their classmates; presenting their product of
revision. The purpose was to draw students’ awareness that using dictionaries
properly can help to avoid problems, such as inappropriate choice of words and
thus improve their writing ability.
Using semantic information in dictionaries was
discussed in the eighth class. Various aspects of meaning that should be
considered while using the dictionary were explored. The major three aspects
explored are: looking at the basic meaning (denotative meaning) of an entry,
its extended meaning and its figurative usage (connotative meaning). Synonyms,
antonyms and the derivations of words were also considered. Lastly, in the
ninth class, students were tasked to write a 150-word essay with the aid of
dictionaries. They were required to complete these tasks through group collaboration.
They were asked to use dictionaries to choose the right words, construct
correct sentences and argue logically.
4.0 Results
Below
are the results of each of the procedures described in 3.3 above in order to
show how the participants demonstrated in the classes as a whole towards
teaching dictionary use in FFL class.
4.1 Procedure 1: Introduction to Choosing and Using
Dictionaries
To
assess students' comprehension and application of dictionary usage principles,
structured pre-training and post-training assessments were conducted. These
assessments included a series of questions and tasks designed to gauge
students' understanding of the topics covered in class. These questions cover
topics on the following: a) what is a dictionary? b) types and examples of
dictionaries c) selecting a suitable dictionary for language-related problems
d) understanding preface and user guides in dictionaries e) criteria for
choosing a dictionary. Table 1 and 2 below shows the results of the
pre-training assessment and the post-training assessment.
Table 1: Pre-Training Assessment Results
|
Aspect |
Pre-Training Performance |
|
What is a dictionary? |
Students showed varying degrees of
familiarity with the concept, with 60% demonstrating basic understanding. |
|
Types and examples |
The majority of students (70%) could
identify different types of dictionaries but struggled with providing
examples. |
|
Selecting a suitable dictionary |
Only 45% of students were able to
articulate the factors to consider when selecting a dictionary. |
|
Understanding the preface and user
guide |
Approximately 55% of students
understood the importance of the preface and user guide in dictionaries. |
|
Criteria for choosing |
Students exhibited limited knowledge
(50% accuracy) in identifying criteria for selecting a dictionary. |
Table 2: Post-Training Assessment Results
|
Aspect |
Pre-Training Performance |
|
What is a dictionary? |
Post-training, 90% of students
demonstrated a clear understanding of what constitutes a dictionary. |
|
Types and examples |
Improvement was evident, with 85% of
students correctly identifying types and providing examples. |
|
Selecting a suitable dictionary |
| Significant progress was observed,
with 80% of students now able to articulate factors in selecting a suitable
dictionary |
|
Understanding preface and user guide |
Nearly all the students (95%)
understood the importance of preface and user-guide in dictionaries. |
|
Criteria for choosing |
| A notable improvement was seen,
with 85% of students accurately identifying the criteria for choosing a
dictionary. |
The
results above suggest that the structured instruction on dictionary usage
effectively enhanced students' understanding and proficiency in selecting and
utilising dictionaries effectively.
4.2 Procedure 2: Exploration of Different Types of
Dictionaries
In
order to assess students' familiarity and proficiency with different types of
dictionaries, a pre-training survey and post-training assessments were
conducted, covering two major aspects: monolingual and bilingual dictionaries
and examples of commonly used dictionaries. Students were presented with various
types of dictionaries, both monolingual and bilingual, in class. They were
asked to identify the types and explain the differences between them.
Additionally, they were surveyed to gauge their familiarity and proficiency
with each type of dictionary. Table 3 below shows the result:
Table 3: Familiarity and Proficiency with Types of Dictionaries
|
Types of Dictionaries |
Familiarity (pre-training) |
Proficiency (post-training) |
|
Monolingual English Dictionary |
High |
Improved |
|
Bilingual English-French Dictionary |
Moderate |
Significant Improvement |
|
Bilingual French-English Dictionary |
Moderate |
Significant Improvement |
|
Specialised Dictionaries (e.g., of idioms, and synonyms)
|
Low |
Increased Understanding |
Following Table 1 above, at the pre-training assessment, students
exhibited varying levels of familiarity with different types of dictionaries.
Monolingual dictionaries, particularly of English, were more widely recognised
among students, with approximately 70% indicating familiarity. Bilingual
dictionaries, on the other hand, both English-French and French-English, were
less familiar among them, with only 40% reporting previous exposure.
Following the training sessions, students' proficiency and
familiarity with different types of dictionaries improved significantly.
Bilingual dictionaries, in particular, showed a significant increase in familiarity,
with 80% now expressing confidence in their usage. Additionally, students
demonstrated improved proficiency in utilising specialised dictionaries, such
as those for idioms and synonyms in French, with 60% reporting increased
understanding.
These assessments
clearly suggest that the structured exploration of various dictionary types
effectively enhanced students' familiarity and proficiency, particularly in
bilingual contexts, which is essential for their language learning journey.
4.3 Procedure 3: Utilising Dictionaries for Reading and
Vocabulary Enhancement
In
order to carry out the evaluation of dictionary usage on reading comprehension
and vocabulary enhancement, pre-training and post-training assessments were
conducted on two major aspects: using dictionaries to improve reading
comprehension and vocabulary and designing exercises and activities for
vocabulary enhancement. Table 4 below shows the result:
Table 4: Reading Comprehension and Vocabulary Test
|
Assessment |
Pre-training Score |
Post-training Score |
|
Reading Comprehension |
Average: 65% |
Improved: 85% |
|
Vocabulary Test |
Average: 50% |
Improved: 75% |
At the pre-training stage, students' reading comprehension
and vocabulary skills were assessed through standardised tests. On average,
they scored 65% in reading comprehension and 50% in the vocabulary test.
As for
the post-training assessment, students' reading comprehension and vocabulary skills
showed improvement. Post-training assessments revealed an average score of 85%
in reading comprehension and 75% in the vocabulary test. These results suggest
that the structured use of dictionaries effectively enhances students' reading
comprehension and vocabulary acquisition, thereby highlighting the importance
of dictionary skills in language learning.
4.4 Procedure 4: Using Dictionaries in Translation from
English to French
To
assess the effectiveness of dictionary usage in translation tasks, pre-training
and post-training translation exercises were administered on steps for
effective translation using dictionaries. Prior to the training, students'
translation accuracy from English to French was assessed. On average, they
achieved a translation accuracy rate of 50%. Conversely, following the training
sessions, their translation accuracy significantly improved. Post-training
assessments revealed an average translation accuracy rate of 80%. These
results, therefore, suggest that structured training on dictionary usage
enhances students' translation proficiency, enabling them to effectively utilise
dictionaries for accurate translation tasks.
4.5 Procedure 5: Using Dictionaries in Translation from
French to English
Similar to Procedure 4, pre-training and post-training
translation exercises were conducted to evaluate students' translation
proficiency from French to English on steps for effective translation. Before
the training, their translation accuracy from French to English was assessed.
On average, they achieved a translation accuracy rate of 45%. However, following
the training sessions, their translation accuracy improved significantly with
an average translation accuracy rate of 75%. These results indicate that
structured training on dictionary usage enhances students' translation
proficiency in both English-to-French and French-to-English translation tasks.
4.6 Procedure 6: Enhancing Writing Skills through Dictionary
Assistance
In this procedure, to assess the impact of dictionary
assistance on writing skills, students' writing samples were analysed before
and after the training sessions on a) utilising dictionaries to improve writing
coherence and vocabulary, and b) revision exercises with dictionary assistance.
At pre-training, students' writing samples were assessed for
coherence, vocabulary usage and grammatical accuracy. On average, they demonstrated
moderate proficiency in these areas. At post-training conversely, their writing
samples were re-assessed. Post-training assessment suggests improvements in
coherence, vocabulary usage and grammatical accuracy, thereby indicating the
positive impact of dictionary assistance on writing skills enhancement.
4.7 Procedure 7: Understanding Semantic Information in
Dictionaries
First, in order to evaluate students' understanding of
semantic information in dictionaries, pre-training and post-training
assessments were conducted on a) exploring various aspects of meaning in
dictionaries, and b) synonyms, antonyms, and derivations of words. As a result,
before the training, their comprehension of semantic information in
dictionaries was assessed. On average, students demonstrated a basic understanding
of synonyms, antonyms and word derivations. Post-training, however, shows that
students' comprehension of semantic information improved. The assessment
revealed a deeper understanding of synonyms, antonyms, and word derivations,
indicating the effectiveness of the structured instruction.
4.8 Procedure 8: Applying Dictionary Skills in Writing Tasks
In
this procedure, the application of dictionary skills in writing tasks and
collaborative writing assignments was analysed before and after the training
sessions on basically two things: implementing dictionary skills in writing
assignments, and collaborative writing tasks with dictionary assistance.
Thus,
at pre-training, students' collaborative writing assignments were analysed for
coherence, vocabulary usage, and overall quality. On average, they demonstrated
moderate proficiency in these areas. Conversely, after the training sessions,
their collaborative writing assignments were re-analysed. This assessment
revealed improvements in coherence, vocabulary usage and overall quality,
indicating the positive impact of dictionary skills application on writing
tasks.
4.9 Procedure 9: Writing a 150-word Essay with Dictionary
Assistance
In this last procedure, in order to evaluate students'
ability to apply dictionary skills in a practical writing task, essays written
with dictionary assistance were assessed on two principal issues, namely,
tasking students to write an essay with the aid of dictionaries and encouraging
group collaboration during the writing process. In this case, prior to the
training, students were tasked with writing a 150-word essay with dictionary
assistance in French. Essays were analysed for coherence, vocabulary usage, and
grammatical accuracy. On average, they demonstrated moderate proficiency in
these areas. After the training sessions, their essays were re-assessed. The
post-training analysis revealed improvements in coherence, vocabulary usage and
grammatical accuracy, indicating the positive impact of dictionary assistance
on essay writing tasks.
5.0 Discussion
The
findings from the nine procedures above on dictionary usage in FFL classes
reveal substantial improvement in various aspects of language learning. These
improvements not only affirm the need for the total integration of dictionary
use into second-language teaching curricula but also underscore the efficacy of
targeted dictionary training in enhancing students' comprehension, application
and proficiency, which are essential for their academic and linguistic
development. The results align with previous research (e.g. Atkins &
Varantola, 1998; Lew, 2011) which highlights the positive impact of dictionary
training on language learning outcomes.
The
pre- and post-training assessments for Procedure 1 demonstrate a significant
enhancement in students' understanding and application of dictionary usage
principles. Initially, only 60% demonstrated a basic understanding of what a
dictionary is. However, after the structured instruction, this figure rose to
90%. This substantial increase indicates that targeted education (in this case
“teaching dictionary use”) can effectively demystify fundamental concepts and
enhance foundational knowledge, corroborating findings by Nesi and Meara (1994)
who emphasised the role of explicit instruction in dictionary skills. Additionally,
while 70% could identify different types of dictionaries in pre-training, many
struggled to provide specific examples. Post-training results subsequently show
that 85% were not only able to identify but also provide relevant examples,
thereby highlighting the success of practical, example-based learning, a method
supported by Hartmann (2001).
Additionally,
the ability to select a suitable dictionary saw significant progress, with
students’ proficiency increasing from 45% to 80%. This improvement suggests
that students gained a deeper understanding of the factors involved in choosing
the right dictionary for specific language-related tasks. This might have
motivated Atkins and Knowles (1990) to argue that informed dictionary selection
enhances learning efficiency. Moreover, understanding the preface and the user
guide of dictionaries - a crucial skill for maximising dictionary utility - saw
an impressive increase from 55% to 95%. This nearly universal comprehension, as
Béjoint (2000) also underscores the importance of teaching students how to
navigate and utilise the full features of dictionaries effectively. Finally,
students' ability to identify the criteria for selecting a dictionary improved
from 50% to 85%. This reflects the comprehensive impact of the instructional
methods on their decision-making skills regarding dictionary usage.
Procedure
2 assessed students' familiarity and proficiency with various types of
dictionaries, including the monolingual and the bilingual. The pre-training
assessments revealed that while 70% of the students were familiar with
monolingual English dictionaries, only 40% had prior exposure to the bilingual
types. Post-training results subsequently show a marked improvement with
familiarity with bilingual dictionaries increasing to 80% and proficiency
significantly enhanced. This suggests that direct exposure and hands-on
practice with different types of dictionaries are crucial for developing
comprehensive dictionary skills. These findings are in line with Nation (2001),
who emphasised the necessity of exposure to various dictionary types for
effective vocabulary acquisition. Furthermore, students' understanding of
specialised dictionaries, such as those for idioms and synonyms, improved from
a low familiarity to a substantial understanding at post-training. These
findings indicate that structured exploration effectively broadens students'
dictionary knowledge and usage capabilities, particularly in bilingual
contexts, which are critical for their language learning progress.
The
results from Procedure 3 demonstrate the significant impact of dictionary usage
on reading comprehension and vocabulary enhancement. Pre-training assessments
showed average scores of 65% for reading comprehension and 50% for vocabulary.
Post-training showed that these scores improved to 85% and 75%, respectively.
These results highlight the direct link between dictionary proficiency and
language acquisition, suggesting that students who are adept at using
dictionaries can better comprehend texts and expand their vocabulary. This
finding supports Laufer's (1997) assertion that dictionary use is instrumental
in vocabulary retention and reading comprehension. The structured use of
dictionaries thus proves to be an effective strategy for enhancing these critical
language skills. The improvement in reading comprehension and vocabulary
underscores the importance of integrating dictionary skills into reading and
vocabulary instruction.
The translation
tasks in Procedures 4 and 5 showed substantial improvements in students'
translation accuracy. The pre-training accuracy rates were 50% for English to
French and 45% for French to English. There was, for instance, inappropriate
translation of the intended contextual meaning of the word “staff” (French =
baton), which means a stick, to “staff,” people that work in an organisation
(French = personnel). At the post-training, these rates increased to 80% and
75%, respectively. These findings indicate that structured training in
dictionary usage can significantly enhance students' translation proficiency.
Effective translation, as Fraser (1999) rightly argues, requires a deep
understanding of both source and target languages and proficiency in using
dictionaries to find appropriate translations and nuances. The significant
improvements in translation accuracy suggest that the training sessions
successfully developed these critical competencies.
Procedure
6 assessed the impact of dictionary assistance on writing skills. Pre-training
assessments indicated moderate proficiency in writing coherence, vocabulary
usage and grammatical accuracy, while post-training results showed improvements
in these areas, suggesting that the use of dictionaries effectively supports
and enhances writing skills. The enhanced coherence, richer vocabulary and
improved grammatical accuracy in students' writing samples highlight the value
of dictionaries as tools for refining written communication, aligning with the
findings of Diab (2006). These improvements suggest that integrating dictionary
skills into writing instruction can lead to higher-quality writing, thereby
enabling students to produce more coherent, nuanced and grammatically accurate
texts.
Procedure
7 focused on evaluating students' understanding of semantic information in
dictionaries, including synonyms, antonyms and word derivations. Pre-training
assessments showed a basic understanding, but post-training results revealed a
deeper comprehension. This improvement indicates that structured instruction
significantly enhances students' ability to use dictionaries to understand and
apply semantic information, crucial for good language use. This, according to Tono
(2001), emphasises the importance of semantic information for vocabulary
development. The ability to grasp and use synonyms, antonyms and derivations
enriches students' vocabulary and helps them to express ideas more precisely
and variedly and further demonstrating the value of comprehensive dictionary
training.
The
application of dictionary skills in collaborative writing tasks was evaluated
in Procedure 8. Students demonstrated moderate proficiency in coherence,
vocabulary usage and overall quality of their writing assignments at the
pre-training stage. Post-training assessments showed improvements in these
areas, indicating that the structured application of dictionary skills
positively impacts collaborative writing tasks. The improvements in coherence,
vocabulary usage and the overall quality of writing assignments suggest that
dictionaries not only support individual writing efforts but also enhance
collaborative processes, leading to higher-quality outputs. This finding
highlights the importance of teaching students to effectively use dictionaries
in both individual and group writing contexts, aligning with the collaborative
learning theories proposed by Johnson and Johnson (1999).
Lastly,
Procedure 9 assessed students' ability to apply dictionary skills in practical
writing tasks. Like in Procedure 8, their essays showed moderate proficiency in
coherence, vocabulary usage and grammatical accuracy. Conversely, post-training
analysis revealed significant improvements in all these areas. The improvements
in coherence, vocabulary usage and grammatical accuracy suggest that dictionary
assistance significantly enhances students' writing skills. This procedure
highlights the practical benefits of dictionary skills in academic writing,
emphasising the importance of integrating these skills into language learning
curricula. The ability to effectively use dictionaries in writing tasks,
according to Chen (2011) can lead to more coherent, well-structured and
grammatically accurate essays, thereby demonstrating the overall effectiveness
of the training programme.
6.0 Conclusion
This
study on integrating teaching dictionary use in Foreign Language (FFL)
education has demonstrated significant improvements in students' comprehension,
vocabulary acquisition, reading proficiency, translation accuracy and writing
skills, ultimately validating the effectiveness of structured instructional
methods. The study noted that despite the widespread availability of bilingual
dictionaries among secondary school students in Nigeria, the Nigerian Federal
Ministry of Education’s French language curriculum notably surprisingly omitted
dictionary use and skills instruction. This research reveals a critical gap
where students, though in possession of dictionaries, lack essential skills for
their effective utilisation. However, the study's reliance on self-reported
data and classroom-based assessments may introduce bias and highlight the
necessity for further research employing objective, standardised testing
methods. Future studies should, therefore, explore the long-term retention of
dictionary skills and their transferability to real-world language contexts.
Additionally, the potential impact of digital dictionaries and emerging
technologies on learning outcomes needs to be investigated. Lastly, expanding research
to diverse linguistic and cultural settings would provide a more comprehensive
understanding of the efficacy of dictionary training, informing best practices
for language educators globally. Largely, the findings of this study underscore
the imperative to integrate dictionary use skills into the Nigerian secondary
school curriculum, thereby emphasising the pivotal role of teachers in guiding
and facilitating this essential aspect of language acquisition.
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