Taking Stock in the Use of Dictionaries for Language Learning: Exploiting a Common Resource

Main Article Content

Nathan Thomas

Abstract

For this commentary, I have been tasked with choosing and describing a technological innovation in language learning, selecting several studies that report on using this technology in second or foreign language (L2) classes, and then evaluating how well the activities used by the teachers/researchers exploit the possibilities of the technology. I have chosen to discuss briefly the evolution of dictionaries and their usage for language learning. As a long-term teacher-turned-researcher, I have seen numerous innovations come and go, but dictionaries, albeit often misused, remain a staple in many classrooms. They can be a powerful resource to enhance vocabulary learning and, at least in my opinion, deserve more nuanced attention in published research. As an outsider to this specific field, my critiques are purely observational, representing only a snapshot perspective that is clearly influenced by my own experience working in East and Southeast Asia. Nevertheless, such commentaries can be valuable in bringing to light potential issues from the viewpoint of a research consumer rather than producer in the discipline being discussed. To narrow the scope of this paper, I have focused predominantly on studies in university settings, those of which are the center of discussion having taken place in East Asian contexts.

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How to Cite
Thomas, N. (2019). Taking Stock in the Use of Dictionaries for Language Learning: Exploiting a Common Resource. Journal of Studies in the English Language, 14(2), 1–16. Retrieved from https://so04.tci-thaijo.org/index.php/jsel/article/view/204821
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Academic Articles

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