Facilitating Learner Autonomy: Reading and Effective Dictionary Use for Lexical Development

Autor/inn/en	Lin, Debbita Tan Ai; Pandian, Ambigapathy; Jaganathan, Paramaswari
Titel	Facilitating Learner Autonomy: Reading and Effective Dictionary Use for Lexical Development
Quelle	In: Reading Matrix: An International Online Journal, 17 (2017) 2, S.40-51 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Dictionaries; Vocabulary Development; Reading Processes; Language Proficiency; Independent Study; Teaching Methods; Reading Research; Worksheets; Information Technology; Second Language Learning; English (Second Language); Second Language Instruction; Usability + Suchen Sie Ihr Suchwort? Dictionary; Wörterbuch; Wortschatzarbeit; Leseprozess; Language skill; Language skills; Sprachkompetenz; Selbststudium; Teaching method; Lehrmethode; Unterrichtsmethode; Leseforschung; Informationstechnologie; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht
Abstract	Effective dictionary use facilitates reading and subsequently, vocabulary knowledge development. Reading, especially extensive reading, has time and again been proven to be highly effective for both receptive and productive lexical development. Possessing control over a large vocabulary is essential for language competence--be it L1, L2, or L3. However, it is impractical to expect students to learn, and teachers to teach, all the vocabulary needed strictly within a classroom setting. There are simply too many words to learn. A certain level of autonomy and accountability on the student's part therefore becomes necessary. This paper discusses how learner autonomy can be facilitated, primarily within the context of reading and lexical development. The pertinence of learner autonomy and dictionary use as well as selection, and a review of past studies pertaining to the use of various types of dictionaries are discussed, followed by pedagogical suggestions. The authors also present a post-reading vocabulary worksheet designed for autonomous learners, which is best used with online dictionaries and thus relevant to the technologies available today. This paper is of significance to language educators and learners, course designers, and researchers engaged in language acquisition. (As Provided).
Anmerkungen	Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01