Assessing University ESL Student Ability to Adopt

41
Assessing University ESL Student Ability to Adopt New Words
Kathryn Zidonis
Robert Dilenschneider
Dictionaries are a useful tool and can be an excellent resource for students learning a
second language.
Nation (2001), in his review of whether or not dictionaries help
learners, suggests, “Dictionary use helps learning and comprehension, and is particularly
useful for learners who do not cope well with guessing from context” (p.284). In fact,
Nation suggests that dictionaries can be particularly valuable for the comprehension,
production and learning of language. A list of these categories is as follows:
Comprehension (decoding)
! Look up unknown words met while listening, reading or translating.
! Confirm the meanings of partly known words.
! Confirm guesses from context.
Production (encoding)
! Look up unknown words needed to speak, write and translate.
! Look up the spelling, pronunciation, meaning and grammar, constraints on use,
collocations, inflections and derived forms of partly known words needed to
speak, write or translate.
! Confirm the spelling, pronunciation, meaning, etc. of known words.
! Check that a word exists.
! Find a different word to use instead of a known one.
! Correct an error.
Learning
! Choose unknown words to learn.
! Enrich knowledge of partly known words, including etymology.
(pp. 281−283)
42
平成国際大学論集第１
１号
However, just how effectively do ESL students know how to use their dictionaries for
the comprehension, production and learning of language? Moreover, do students think
their instructors have spent enough time teaching them dictionary skills? In this study,
questions like these will first be addressed. Second, a survey method concerning the use
of dictionaries will be described. Third, the results of the survey will be discussed.
Finally, the teaching implications concerning the results will be addressed along with
possible future studies regarding dictionaries and language teaching.
Background
In Japan, the use of dictionaries in the ESL classroom is ubiquitous. Unless told otherwise,
many language students willingly bring their dictionaries, which are nowadays usually
electronic, to a variety of language classes. Whether students are researching meanings
of words for a reading exercise, investigating synonyms for a composition, or even
checking word pronunciation for a conversation class, the dictionary can be an invaluable
resource.
This is especially true when a language instructor may not be present and
students need to conduct assignments outside the classroom.
In fact, dictionaries for
language learning were just as popular twenty-five years ago as they are today. Baxter
(1980), who conducted a survey concerning the popularity of monolingual and bilingual
dictionaries, discovered, “Very significantly, students attribute to the bilingual dictionary,
in contrast to reference books, the greatest degree of importance in their English studies”
(p.33).
However, just because dictionaries have been popular throughout the years, does not
necessarily mean students have always known how to use them effectively. In fact, a
number of authors who have conducted studies concerning the use of dictionaries for
second language acquisition have said that college and university level students are not as
well acquainted with dictionaries. For example, in a study which examined dictionary
usage with ESL test performance, authors Bensoussan, Sim and Weiss (1984) stated,
“Teachers of first-year students do not think students use dictionaries effectively. They
generally express dissatisfaction with their students’ ability to use the dictionary
systematically or accurately” (p.269). As a result, the authors suggested, “The implications
for the teacher are to increase students’ awareness of word families, parts of speech, and
sentence structure when working with the dictionary” (p.271).
Similarly, with regard to vocabulary acquisition and reading, Luppescu and Day (1993)
found that Japanese first-year university students who used a bilingual dictionary achieved
higher in vocabulary tests than compared to those who learned words in context.
However, several items on the test were answered incorrectly for words that held
alternative meanings. The inability of those students who used bilingual dictionaries to
discern between the different meanings of a word suggests that they were not skilled in
Assessing University ESL Student Ability to Adopt New Words
43
their word searches. In recognition of this deficiency, Luppescu and Day stated, “teachers
should not assume that a student knows how to use a dictionary” (p.277).
One may believe that perhaps the reason why students are not using the functions of a
dictionary properly could be due to time constraints in testing situations.
However,
Gonzalez (1999) conducted a study in an intermediate college reading course for second
language learners in which students were assigned to select three articles every week
from The New York Times. For 12 weeks, participants were permitted to choose articles
according to their interests but were required to write a brief summary in their notebooks
and identify five unknown but necessary words for the comprehension of the articles.
Participants were to either refer to the dictionary or guess the meaning of unknown words
through context.
Gonzalez concluded that the majority or 79% of the word entries in the subjects’
vocabulary notebooks provided acceptable definitions. However, for those mistakes that
were made, many could have been avoided with proper use of a dictionary. For instance,
with regard to spelling and parts of speech, Gonzalez found that subjects fail to define
words correctly when they fail to take notice. That is, subjects neglected to take notice
of a word’s form (i.e. mistaking clash for crash) or failed to take notice of the syntactic
clues presented in a sentence to correctly define a word. (i.e. the word wood functions
as an adjective rather than a noun in the sentence.
Dr. Klemens cites studies of the
common wood turtle of North America.) In addition, Gonzalez noted that 15% of words
which presented difficulty for subjects were inflective words or words that are modified
by ending or prefixes such as executing, disabled , and strapped and, at least in terms of
spelling, Gonzalez also noticed that the more proficient students were able to recognize
the root of a word without becoming confused by its various forms. As a result of these
findings, Gonzalez stated that, “ESL students need to be taught prudent use of the
dictionary.
Teachers facilitate this process by providing opportunities for dictionary
practice in the class and assigning tasks that will foster better dictionary skills” (p.269).
Clearly, according to the authors of the previous studies, there is a substantial
deficiency in the ability for college and university level students to use the functions of a
dictionary efficiently. Moreover, there is recommendation for language instructors not to
make the assumption that students are familiar with the functions of a dictionary and to
initiate prudent instruction that will foster better dictionary habits. However, although the
previously mentioned authors have concluded these findings based on their studies, how
familiar or confident are the students themselves with their own dictionary abilities? If
information regarding students’ knowledge of dictionary functions can be surveyed and
matched with the results and recommendations previously expressed, then a more
immediate and larger focus can be brought to the issue of dictionary functions in second
language acquisition.
44
平成国際大学論集第１
１号
Based on the previously mentioned articles, the hypothesis for this study will be that
there is a significant relationship between if and when students were taught the functions
of a dictionary in the past to their actual confidence level using a dictionary today as
university students. Specifically, the study which follows will focus on two questions:
First, is there a positive relationship between if ESL students were taught dictionary skills
and their level of confidence using the functions of a dictionary? That is, does having
been taught dictionary skills lead to confidence using the functions of a dictionary?
Second, is there a negative relationship between when students were taught dictionary
skills and their level of confidence using the functions of a dictionary? Or, put another
way, is there a relationship which shows that university students who were taught
dictionary skills in junior high are less confident than those students who were taught
dictionary skills more recently such as in high school or college?
Method
Participants
The participants in this study were 137 first year students of four separate classes
studying English as a second language at a university in Japan. All participants had six
years of English language instruction; three years in junior high school and three years in
high school. Although all the participants were non English majors, they were nevertheless
required to complete and pass four semesters of conversational English in order to
graduate. In addition, one can observe that students at this level in Japan have studied
English grammar extensively for the purpose of college and university entrance exams,
but typically the majority of students lack sound English conversational skills.
Materials
The participants in this study were administered a questionnaire of fourteen questions
which was translated into Japanese (See appendixes A and B). The first section of the
survey sought information regarding students’ background in studying English.
The
second section of the survey asked questions concerning the students’ use of electronic
dictionaries. The third and final section of the survey focused students’ familiarity using
the functions of a dictionary.
The second and third sections of the survey used the
following likert scale: strongly disagree, disagree, agree and strongly disagree. Using this
type of scale students’ confidence level could be measured.
However, because some of the questions were too broad and thus not applicable to the
focus of dictionary use, this study will concentrate only on questions 5 and 6 of the first
section and all of third section. In the future all the questions hope to be refined as to
learn more from students and their use of dictionaries. Nevertheless, the two questions
proposed earlier remain the focus of this study.
Assessing University ESL Student Ability to Adopt New Words
45
Procedure
At the conclusion of their conversation class, the participants or students were given
the questionnaire mentioned above. Students were told not to write their names or student
numbers on the questionnaire and were asked to carefully read and answer according to
their own experience. Students were told that the information from the questionnaire was
for research purposes and would not in anyway impact their grade or academic standing
with their university. When students completed the questionnaire, they handed it to their
language instructor and quietly exited the classroom.
Results
Looking at the outlying features concerning the descriptive statistics of the five
variables of using the dictionary for finding word meaning (represented as MEANING or
MEAN), synonyms (represented as SYNONYMS or SYN), pronunciation (represented as
PRONUNCIATION or PRO), spelling (represented as SPELLING or SPELL) and parts
of speech (represented as SPEECH), it appears that the means were similar. The biggest
difference, however, was between that of using a dictionary to find word meanings (3.24)
and using a dictionary to identify parts of speech (2.34).
Table 1
Descriptive Statistics for MEANING, SYNONYMS, PRONUNCIATION, SPELLING and
parts of SPEECH
Statistic
MEAN
SYN
PRO
SPELL
SPEECH
M
3.24
2.80
2.42
2.98
2.34
SD
.64
.77
.83
.79
.87
−.43
−.15
.19
.60
.29
SE
.21
.21
.21
.21
.21
Kurtosis
.19
−.40
−.46
.19
−.53
SE
.41
.41
.41
.41
.41
Skewness
Note.N = 137
In addition, the skewness scores for meaning, synonyms, pronunciation, spelling and
speech were −.43, −.15, .19, −.60, and .29, respectively while the kurtosis scores were .19,
−.40, −.46, .19, and −.53, respectively. Only the synonym variable revealed scores which
were negative for both skewness and kurtosis. As a result, due to negative skewness the
distribution of scores for this variable will be to the right of center and, due to kurtosis,
the distribution will be flat with perhaps the majority of scores in the tail of the curve.
46
平成国際大学論集第１
１号
In checking for univariate normality, the variables of MEANING, SYNONYMS,
PRONUNCIATION, SPELLLING and SPEECH revealed 2.06, −.71, .932, 2.88 and 1.40,
respectively for z−skewness.
However, in determining z−kurtosis, the same variables
resulted with .47, .97, −1.12, .46, and −1.28, respectively. Using + or − 1.96, it appears
all variables were in an acceptable range of normality for z−kurtosis.
However, the
MEANING variable revealed 2.06 and the SPELLING variable revealed 2.88 which is
too high too be acceptable for normality for z−skewness. Nevertheless, with regard to z−
scores no outliers were identified when using + or − 3.29 as the criterion for acceptability
among the five variables.
When calculating the Pearson correlation for the five variables, a two-tailed test was
used. Since there were 10 possible correlations, a Bonferroni adjustment was made from
.05 to a .005 (.05 × 10 = .005) significance level in order to avoid making a Type I error.
The results of the correlations for the five variables for MEANING, SYSNONYMS,
PRONUNCIATION, SPELLING and SPEECH are as follows:
Table 2.
Correlation among the variables of MEANING, SYNONYMS, PRONUNCIATION,
SPELLING, and SPEECH
Variable
1
2
3
4
1.MEANING
――
2.SYNONYMS
.642**
――
3.PRONUNCIATION
.381**
.525**
――
4.SPELLING
.566**
.357**
.329**
――
5.SPEECH
.394**
.367**
.484**
.525**
5
――
Note.** Correlations are significant at p < .005 level (2−tailed).
This study is interested in correlations between if ESL students were taught dictionary
skills and their confidence using dictionary functions as well as when students were
taught dictionary skills and their confidence using dictionary functions. As a result of
having the five dependent variables of MEANING, SYNONYMS, PRONUNCIATION,
SPELLING and parts of SPEECH, a multivariate analysis of variance was preformed and
the significance level was altered from .05 to .01 (.05 / 5 dependent variables = .01). In
addition, TAUGHT (If students were taught dictionary skills) and WHEN (When students
were taught dictionary skills) were placed as fixed factors.
Finally, Bonferroni and
Dunnet’s C were chosen as post hoc tests.
The assumption, that the population variances and covariances among the dependent
Assessing University ESL Student Ability to Adopt New Words
47
variables are the same across all levels of the factor, was not met in the Box’s Test of
Equality of Covariance Matrices because the significance level revealed .008. Since this
figure is below .01, due to the new significance level of the five dependent variables, it
therefore indicated that the covariances matrices were not similar.
As a result, it is
necessary to look for significance in Dunnet’s C post hoc test.
Second, with regard to the Multivariate Tests, neither the TAUGHT (If students were
taught dictionary functions) factor nor the WHEN (When students were taught dictionary
functions) factor displayed significance. In addition, the effect size for both factors in
Partial Eta Squared was not substantial which further indicated that the DVs did not
account for the variance in the model.
Table 3
Multivariate and Univariate Analysis of Variances for Dictionary Skills
Univariate
Multivariate
MEAN
SYN
PRO
SPELL
SPEECH
Source
df
F
Taught
2
.92
.10
.34
.01
.36
2.40
When
3
.57
.63
.45
.63
1.31
.74
T×W
2
1.43
.26
.29
.56
.04
2.52
Note. Multivariate F ratios were generated from Wilk’s Lambda statistic.
Third, within the Levene’s Test of Equality of Error Variances, significance for the
dependent variables of MEANING (.07), SYNONYMS (.31), PRONUNCIATION (.10)
and SPELLING (.55) were all above .01.
These figures further indicated that results
were not significant and that variances among these groups were similar.
Therefore,
since these four dependent variables passed the homogeneity test, this is an indication to
verify results in the Bonferroni Post Hoc test.
However, since the SPEECH variable
revealed a significance of .000, it was necessary to verify significance for this variable in
the Dunnet’s C post hoc test.
Fourth, the factors of TAUGHT and WHEN in the Tests of Between−Subjects Effects
do not show that the dependent variables were statistically significant nor did they reveal
within Partial Eta Squared that there was any amount of variance in the model. All the
variables showed significance well above .01.
平成国際大学論集第１
１号
48
Table 4
One−way Analysis of Variance Summary for Dependent Variables of Taught and When
Variable and Source
df
SS
MS
F
Taught
MEANING
2
8.48
4.24
.10
SYNONYMS
2
.41
.20
.34
PRONUNCIATION
2
1.62
8.11
.01
SPELLING
2
.42
.21
.36
SPEECH
2
3.53
1.77
2.39
MEANING
3
.77
.26
.63
SYNONYMS
3
.77
.26
.43
PRONUNCIATION
3
1.30
.43
.63
SPELLING
3
2.45
.82
1.31
SPEECH
3
1.75
.59
.79
When
Assessing University ESL Student Ability to Adopt New Words
49
Table 4 (Continued )
Variable
df
SS
MS
F
T* W
MEANING
2
.21
.11
.26
SYNONYMS
2
.35
.17
.29
PRONUNCIATION
2
.77
.39
.56
SPELLING
2
4.48
2.24
.04
SPEECH
2
3.70
1.85
2.51
MEANING
129
52.63
.40
SYNONYMS
129
77.79
.60
PRONUNCIATION
129
88.68
.69
SPELLING
129
80.67
.63
SPEECH
129
94.95
.74
MEANING
136
55.05
SYNONYMS
136
79.68
PRONUNCIATION
136
93.29
SPELLING
136
84.93
SPEECH
136
102.88
Error
Corrected Total
Note * p < .01.
In looking at the Multiple Comparisons, significance was not met because the variables
of MEANING, SYNONYMS, PRONUNCIATION, and SPELLING revealed figures well
above .01 in the Bonferroni post hoc test for both the TAUGHT and WHEN factors.
50
平成国際大学論集第１
１号
Table 5
Bonferroni Intercorrelations of Mean Differences for the Variables of Taught
Variable
1
2
3
MEANING
1. Yes
――
2. Somewhat
.04
――
3. No
.22
.18
――
SYNONYMS
1. Yes
――
2. Somewhat
.18
――
3. No
.26
.08
――
PRONUNCIATION
1. Yes
――
2. Somewhat
.14
――
3. No
.30
.16
――
SPELLING
1. Yes
――
2. Somewhat
.12
――
3. No
.10
.22
1
2
――
Table 5 (Continued )
Variable
3
SPEECH
1. Yes
――
2. Somewhat
.18
――
3. No
.14
.32
――
Note.* p < .01. Mean Differences are both positive (+) and negative (−).
Assessing University ESL Student Ability to Adopt New Words
51
Table 6
Bonferroni Intercorrelations of Mean Differences for the Variables of When
Variable
1
2
3
4
MEANING
1. Junior High
――
2. Senior High
.29
――
3. College/Univ.
.13
.41
――
4. Never
.16
.44
.03
――
SYNONYMS
1. Junior
――
2. Senior High
.16
――
3. College/Univ.
.22
.38
――
4. Never
.10
.26
.12
1
2
3
――
Table 6 (Continued )
Variable
4
PRONUNCIATION
1. Junior
――
2. Senior High
.45
――
3. College/Univ
.45
.00
――
4. Never
.14
.55
.55
――
SPELLING
1. Junior High
――
2. Senior High
.42
――
3. College/Univ
.04
.46
――
4. Never
.16
.58
.12
――
SPEECH
1. Junior High
――
2. Senior High
.26
――
3. College/Univ
.06
.33
――
4. Never
.25
.53
.18
Note.* p < .01. Mean Differences are both positive (+) and negative (−).
――
52
平成国際大学論集第１
１号
Simliarly, the SPEECH variable did not indicate significance within the Dunnet’s C
post hoc test even though the Levene’s Test of Equality indicated that this dependent
variable may indicate significance within this post hoc test. As a result, all dependent
variables were not found to be significant in this model. In determining whether or not
this outcome could have been predicted from the descriptive statistics is difficult to
determine.
Depending on the variable, means and standard deviations among values
fluctuated substantially.
Discussion
The analyses of this study have demonstrated that there is not a significant relationship
between whether or not students were taught dictionary skills and their present confidence
level using the dictionary functions of finding word meanings, synonyms, pronunciation,
spelling or parts of speech. Similarly, there is not significant relationship between when
students were taught the same dictionary skills either as junior high, high school or
university students and their present confidence level using those skills. As a result, the
hypothesis that if students were taught dictionaries skills or when students were taught
dictionaries skills in their past effects their present ability in using dictionaries is not
substantiated.
Nevertheless, aside from any relationships, there are at least two issues which should
be considered from this study. First, as indicated by the questionnaire itself, it appears
that most students feel the most confident using dictionaries for either finding word
meanings or verifying word spellings. They do not, however, feel confident using dictionaries
for either learning word pronunciation or learning parts of speech. In addition, although
the majority of students agreed that they felt confident using dictionaries for finding
synonyms, a significant number did not feel confident using dictionary for this purpose.
Aside from any significant relationships, based on the just the numbers which were
surveyed, these results should not be ignored and language instructors should consider
incorporating further dictionary instruction in their lessons so that ESL students may have
all tools of a dictionary available to them.
Second, there may be a significant difference between what students indicated on a
questionnaire and what they actually know. That is, for example, students may have
indicated that they are confident using dictionaries to find synonyms or parts of speech,
but in actuality they are not adept in using these functions. Perhaps a more accurate
analysis of students’ ability would be to first administer the same questionnaire
concerning the confidence level using dictionary functions. Then, after students complete
the questionnaire, they are given a dictionary quiz to test their true ability. By comparing
the questionnaire with a quiz to determine actual ability, a more thorough evaluation of
the students’ knowledge, ability and confidence using the functions of a dictionary could
Assessing University ESL Student Ability to Adopt New Words
53
be assessed. If results prove to be significant, a more devoted approach to dictionary
instruction may need to be considered.
Bibliography
Baxter, J. (1980). The dictionary and vocabulary behavior: A single word or a handful?
TESOL Quarterly, 3, 325−336.
Bensoussan, M., Sim,D., & Weiss, R. (1984). The effect of dictionary usage on EFL test performance
compared with student and teacher attitudes and expectations.
Reading in a Foreign Language, 2, 262−276.
Gonzalez, O. (1999). Building vocabulary: Dictionary consultation and the ESL student.
Journal of Adolescent and Adult Literacy, 3, 264−270.
Knight, S.M. (1994). Dictionary use while reading and vocabulary acquisition for students of different verbal
abilities.
Modern Language Journal, 78, 285−299.
Luppescu, S., & Day, R.R. (1993). Reading dictionaries and vocabulary learning.
Language Learning, 43, 263−287.
Nation, I.S.P. (2001). Learning Vocabulary in Another Language. Cambridge:
Cambridge University Press.
平成国際大学論集第１
１号
54
Appendix A
Dictionary Survey
DIRECTIONS: Please choose the appropriate answer for each question based upon
your experience using electronic dictionaries.
PART I − Background
1. How many years have you studied English?
a) 1−3 years
b) 4−6 years
c) 7−10 years
d) more than 10 years
2. What kind of dictionary do you usually use?
a) monolingual book (English only dictionary)
b) bilingual book (Both Japanese to English and English to Japanese)
c) electronic (English to Japanese and Japanese to English)
d) If your dictionary is something other than what is listed above (i.e. bilingual Japanese
to English only OR bilingual English to Japanese only) please explain: ___________
3. Which of the following is the easiest to use? Rank them from 1−4.
(1− easiest and 4 − most difficult.)
a) monolingual dictionary (English only) ______
b) bilingual dictionary (Both Japanese to English and English to Japanese) _____
c) electronic dictionary _____
d) course book _____
4. Which of the following is the most helpful in understanding the meaning of unknown
English words?
Rank them from 1−4. (1− most helpful and 4 − least helpful)
a) monolingual dictionary (English only) _____
b) bilingual dictionary (Both Japanese to English and English to Japanese) _____
c) electronic dictionary _____
d) course book _____
5. Has an English instructor ever taught you how to use the functions of a dictionary?
(book or electronic dictionary)
a) yes
b) somewhat
c) no
Assessing University ESL Student Ability to Adopt New Words
55
6. When did an English instructor teach you how to use the functions of a dictionary?
a) junior high
b) high school
d) never
e) other _________
c) college or university
PART II (Electronic Dictionaries): Questions 7−9 pertain to your experience with
electronic dictionaries.
7. An electronic dictionary is more helpful in understanding the meaning of unknown
words than a monolingual dictionary.
1) strongly disagree
2) disagree
3) agree
4) strongly agree
8. An electronic dictionary is more helpful in understanding the meaning of unknown
words than a bilingual book dictionary.
1) strongly disagree
2) disagree
3) agree
4) strongly agree
9. An electronic dictionary is more helpful in understanding the meaning of unknown
words than my course textbook.
1) strongly disagree
2) disagree
3) agree
4) strongly agree
PART III (Use): Questions 10 − 14 pertain to the dictionary you usually use.
Using my dictionary ...
10. I can find the meaning of unknown English words.
1) strongly disagree
2) disagree
3) agree
4) strongly agree
11. I can find the synonyms of unknown English words.
1) strongly disagree
2) disagree
3) agree
4) strongly agree
12. I can find the pronunciation of unknown English words.
1) strongly disagree
2) disagree
3) agree
4) strongly agree
13. I can confirm the spelling of unknown English words.
1) strongly disagree
2) disagree
3) agree
4) strongly agree
14. I can identify the parts of speech of unknown English words.
1) strongly disagree
2) disagree
3) agree
4) strongly agree
56
平成国際大学論集第１
１号
Appendix B
英語辞書についてのアンケート
記入に当たっての注意：電子辞書を使ったあなた自身の経験に基づいて、それぞれ
の質問についてもっとも適当な解答を選んでください。
Ⅰ
まず、あなた自身について
１．あなたは、これまで何年間英語を勉強してきましたか？
a）１∼３年
b）４∼６年
c）７∼１０年
d）１０年以上
２．どんな英語の辞書を普段使っていますか？
a）英英辞書
b）英和・和英辞書（電子辞書をのぞく）
c）電子辞書
d）上記以外（たとえば英和辞書のみ、和英辞書のみ）
具体的に書いてください： _______________________________________
３．以下の辞書のうち、どれが使いやすいですか。１から４で答えてください（１
がもっとも使いやすく、数字が大きくなるにしたがってむずかしくなります）
。
a）英英辞書
＿＿＿＿＿
b）英和・和英辞書（電子辞書をのぞく）＿＿＿＿＿
c）電子辞書
＿＿＿＿＿
d）教科書などの授業の教材
＿＿＿＿＿
４．以下の辞書のうち、どれが知らない単語の意味を理解する場合もっとも使いや
すいですか？
１から４で答えてください（１がもっとも使いやすく、数字が
大きくなるにしたがってむずかしくなります）。
a）英英辞書
＿＿＿＿＿
b）英和・和英辞書（電子辞書をのぞく）＿＿＿＿＿
c）電子辞書
＿＿＿＿＿
d）教科書などの授業の教材
＿＿＿＿＿
Assessing University ESL Student Ability to Adopt New Words
57
５．英語の先生に、普通の辞書・電子辞書を含め、辞書の機能について教わったこ
とはありますか？
a）はい
b）ある程度
c）いいえ
６．英語の先生に、辞書の機能について教わったのはいつですか？
a）中学
b）高校
c）大学
d）教わったことはない
e）その他（具体的に記入してください）＿＿＿＿＿＿＿＿＿＿
Ⅱ
電子辞書について
以下の質問７∼９は電子辞書についての経験についてです。
７．意味の分からない単語を調べる場合、英英辞書よりも電子辞書の方が便利だと
思う。
１）まったくそうは思わない
２）そう思わない
３）そう思う
４）強くそう思う
８．意味の分からない単語を調べる場合、英和・和英辞書よりも電子辞書の方が便
利だと思う。
１）まったくそうは思わない
２）そう思わない
３）そう思う
４）強くそう思う
９．意味の分からない単語を調べる場合、授業で使う教材よりも電子辞書の方が便
利だと思う。
１）まったくそうは思わない
４）強くそう思う
２）そう思わない
３）そう思う
58
Ⅲ
平成国際大学論集第１
１号
電子辞書について
以下の質問１
０∼１４はあなたが普段使っている辞書について
のものです。
１
０．私は分からない英単語の意味を辞書で調べることができる。
１）まったくそうは思わない
２）そう思わない
３）そう思う
４）強くそう思う
１
１．私は分からない英単語の類語（似た意味の単語）を辞書で調べることができる。
１）まったくそうは思わない
２）そう思わない
３）そう思う
４）強くそう思う
１
２．私は分からない英単語の発音を辞書で調べることができる。
１）まったくそうは思わない
２）そう思わない
３）そう思う
４）強くそう思う
１
３．私は分からない英単語のスペルを辞書で確認することができる。
１）まったくそうは思わない
２）そう思わない
３）そう思う
４）強くそう思う
１
４．私は分からない英単語の品詞の区別が出来る。
１）まったくそうは思わない
４）強くそう思う
２）そう思わない
３）そう思う

Download Report