Usage and efficacy of electronic dictionaries for a language without word boundaries
There is cumulative evidence suggesting that hyper-glossing facilitates lower-level processing and enhances reading comprehension. There are plentiful studies on electronic dictionaries for English. However, research on e-dictionaries for languages with no boundaries between words is still scarce. The main aim for the current study is to investigate the usage and efficacy of e-dictionaries for Japanese language learners. This article reports the results of two studies concerning e-dictionaries: a survey study investigating the use of e-dictionaries (with a particular focus on e-glossaries that change a digital text into a hypertext) by L2 learners of Japanese, and a comparative study examining existing e-glossaries to evaluate whether they provide the optimal level of support for reading Japanese e-texts. The results of the survey showed that learners have their preferred e-dictionaries (in most cases, e-word dictionaries in which the user can look up individual words), and that few learners are aware of the existence of e-glossaries. The results of further study revealed that existing e-glossaries have various functions, but lack some requisite information crucial to the target language. This study suggests that technical issues revolving around the lack of spaces between words may be a reason for the lag in usage and efficacy of e-glossaries for languages without word boundaries.
AbuSeileek, A. F. (2011). Hypermedia annotation presentation: the effect of location and type on the EFL learners' achievement in reading comprehension and vocabulary acquisition. Computers & Education, 57(1): 1281–1291. https://doi.org/10.1016/j.compedu.2011.01.011
Alderson, J. C. (2000). Assessing Reading. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511732935
Caleb. R. & Matsumoto, Y. (2011). The effect of lexical coverage and dictionary use on L2 reading comprehension, Reading Matrix, 11(3): 207-225.
Chen I. J. & Yan, J. C. (2013). Hypertext annotation: Effects of presentation formats and learner proficiency on reading comprehension and vocabulary learning in foreign languages. Computers and Education, 63: 416-423. https://doi.org/10.1016/j.compedu.2013.01.005
Chun, D. M. (2001). L2 Reading on the Web: Strategies for Accessing Information in Hypermedia. Computer Assisted Language Learning, 14(5): 367-403. https://doi.org/10.1076/call.14.5.367.5775
Gettys, S., Imhof, L. A. & Kautz, J. O. (2001). Computer-assisted reading: The effect of glossing format on reading comprehension and vocabulary retention, Foreign Language Annals, 34(2): 91-99. https://doi.org/10.1111/j.1944-9720.2001.tb02815.x
Grabe, W. (2009). Reading in a Second Language: Moving from Theory to Practice. New York: Cambridge University Press.
Jeon, E. H. & Yamashita, J. (2014). L2 reading comprehension and its correlates: A Meta-Analysis. Language Learning 64(1): 160–212. https://doi.org/10.1111/lang.12034
Jin L. & Deifell, E. (2013). Foreign language learners' use and perception of online dictionaries: A survey study. MERLOT Journal of Online Learning and Teaching, 9(4): 515-533.
Kato, S. [加藤重弘] (2006). Handbook of Japanese Grammar [日本語文法入門ハンドブック], Tokyo: Kenkyusha [研究社].
Koda, K. (1994). Second language reading research: Problems and possibilities. Applied Psycholinguistics, 15, 1-28. https://doi.org/10.1017/S0142716400006950
Liou, H. C. (2000). The electronic bilingual dictionary as a reading aid to EFL learners: Research findings and implications. Computer Assisted Language Learning, 13(4): 467-476. https://doi.org/10.1076/0958-8221(200012)13:4-5;1-E;FT467
Lomicka, L. L. (1998). "To gloss or not to gloss": An investigation of reading comprehension online. Language Learning & Technology, 1(2): 41-50.
Nation, L. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524759
Pasfield-Neofitou, S. (2009). Paper, electronic or online?: Different dictionaries for different activities. Babel, 43(2): 12-18.
Sevik, M. (2014). University prep-school EFL learners' dictionary ownership and preferences. Procedia - Social and Behavioral Sciences 158, 226-232. https://doi.org/10.1016/j.sbspro.2014.12.080
Steel, C. H. & Levy, M. (2013). Language students and their technologies: Charting the evolution 2006–2011. ReCALL, 25(3): 306-320. https://doi.org/10.1017/S0958344013000128
Shiotsu, T., & Weir, C. J. (2007). The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance. Language Testing, 24: 99-128. https://doi.org/10.1177/0265532207071513
Suzuki, T. [ 鈴木智美 ] (2012). Survey on Japanese language learners' dictionary use [留学生の辞書使用についての実態調査〜東京外国語大学で学ぶ留学生へのアンケート調査の結果と分析 ]. Tokyo University of Foreign Studies Journal [ 東京外国語大学論集 ] , 38 : 1-21.
Yamauchi, H. [ 山内博之 ] (2008), Suggestions for Morphological Analysis: From the Perspective of Teaching Japanese [ 形態素解析に関する提案 — 日本語教育の視点から — ], Jissen Japanese Literature [實踐國文學 ], 73 : 152-141.
Metrics powered by PLOS ALM
- There are currently no refbacks.
This journal is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.
Universitat Politècnica de València
e-ISSN: 1695-2618 http://dx.doi.org/10.4995/eurocall