Differences between paper-based dictionaries and electronic dictionaries:
Nesi (1998) classifies dictionaries into two modes of presentation: paper-based dictionaries and computer-based dictionaries (also known as electronic dictionaries). The main difference between electronic dictionaries and paper-based dictionaries is not their information content but their retrieval system (Nesi, 2000). In a study presented by Zainab Saleh AlBulushy on E-dictionaries versus paper-based ones, she presented the main differences between both types. She used ten features to compare between the two types. These differences are presented below:
Feature Electronic dictionary Paper dictionary
Vocabulary Beyond 1 million words 300,000 max
Speech English and foreign No
Updates Manual, PC, and Internet No
Search/Search speed (average on 50 words) 2.1 sec 15.6 sec
Interactive Learning Functions Irregular Verbs, Idioms, Dialogs, Sentence Structure, Accent correction, Grammar No
Additional features Databank, reference book, voice recorder, calculator, MP3 No
Power supply 2-3AAA batteries No need
Size Average 6 x 3 x 1” 7 x 10 “
Weight Average 3-5 oz Average 15-25 oz
Mobility (1 to 10) 9 4
Many earlier studies discussed the use of E-dictionaries and paper-based dictionaries as a learning tool. In a study conducted by Anna Dziemianko (2010), she states that students who used E-dictionaries perform better than those who used paper-based ones. Those who support the use of E-dictionaries think that they are a better learning tool since its use affects students' withholding of meaning and gives higher chances for more effective recovery of learned words. (Dziemianko A. 2010).
Types of E- dictionaries:
There are a lot of classifications of diction...
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.../www.iatefl.org.pl/call/j_article7. htm#sob [2006, May 27]
Taylor, l. (2005). Consideration of Choosing an English- English Dictionary for ESL Students. The Internet TESL Journal, X (7)
Tillyer, A. (2003) Portable Electronic Dictionaries TESL-L 24 Oct 2003 [Internet discussion list]. Available at: < TESL-L@CUNYVM.CUNY.EDU> (last visited 31 Oct 2003)
Vivian Midlane (2005), Students’ use of Portable Electronic Dictionaries in the EFL/ESL Classroom; A Survey of Teacher Attitudes. The University of Manchester
Wright, J. (1998) Dictionaries. Oxford: Oxford University Press.
Zarei, Abbas Ali; Gujjar, Aijaz Ahmed (September 2012). The Contribution of Electronic and Paper Dictionaries to Iranian EFL Learner's Vocabulary Learning. International Journal of Social Sciences & Education;2012, Vol. 2 Issue 4, p628
The Oxford English Dictionary. 2nd ed. Ed. J. A. Simpson and E. S. C. Weiner. 20 vols. Oxford: Clarendon, 1989.
Being a writer and reader, I love words-not only what they mean, but also how they sound. So I rely on my trusty Webster's New Universal Unabridged. It's over four inches thick and chock-full of tens of thousands of glorious words. Some people have trouble with dictionaries because they can't spell the words they're looking for. Me, I just get lost.
This tip also refers back to drawing boxes around different words, and McPhee refers to thesauruses as “dangerous” (4). “It goes on to tell you the differences all the way down to line----how each listed word differs from all the others” (McPhee 4). Though I concede that dictionaries are the first option to utilize, I still insist that a thesaurus is took into consideration as a backup after the dictionary to insure the best word choice.
Agnes, M., & Guralnik, D. (2007). Webster's New World college dictionary (4th ed.). Cleveland, Ohio: Wiley.
I chose this article because the title interested me and after reading the first few lines I wanted to know more. Currently in my computer class I have a few students who are EL. I there I am trying to introduce to them new vocabulary, while also teaching him how to use Microsoft PowerPoint, Microsoft Word and the content knowledge. The classroom setting is changing now days and to understand best practices with our ELL is a growing priority. This article if understood correctly could help me better serve my students and become a better educator. Words for English- Language Learners by Andrew Biemiller argues that ELL students and native-English learners learn in a similar way. The other argument is that it is easy to find the words that are
First, if you copy the dictionary page by page, you may remember the words, but you won’t know how to use them in a sentence. And it is so easy to forget the meaning of the words! Here, I take myself as an example, when I was a high school student, my English teacher always made us copy the vocabulary list at the back of the book. I just write the words and its Chinese meaning. On the exam, the way did not work very well. I just know the meaning of it, but I can’t use it to make a sentence. So, I still can not improve my grade of English, I can’t recognize the word
Webster’s New World Dictionary of the American Language, College Edition. The World Publishing Company, 1962 ed.
In addition, textbooks are heavy to carry around and it takes longer to find a page. Likewise with digital textbooks they are compatible with tablets, smartphones, and laptops; it’s much easier to carry around and affordable price. However, some people may argue that digital textbooks can be a distraction for people because they would not bother read anymore. The author and poet Dana Gioia argues that electronics alternatives may be a bad influence that will lead society to not read anymore. Gioia complicates matters further when she writes, “While no single activity is responsible for the decline in reading, the cumulative presence and availability of electronic alternatives increasingly have drawn Americans away from reading” (161). I think Gioia is mistaken because she overlooks on electronics being a bad influence; but doesn’t see the benefits of electronics. To demonstrate, most of my textbooks are digital, which I can easily carry my tablet around where ever I go. Also, I save more money on digital textbooks and are simple to annotated the text. Journalist Ellen Lee interview a student from Liberty University, and he states that he prefers digital textbooks because he can tap his iPad, opens the digital copy and quickly open the page. Nevertheless, he also like digital textbooks because it has a feature that allows to highlight and mark the
Elliott, J., ed. Oxford Paperback Dictionary and Thesaurus. 6th ed. Oxford: Oxford University Press, 1997.
In an effort to create a context for learning, one needs to define the language that will be used to teach a subject. So often in schools, from first grade through graduate studies, when teaching a new subject matter or concepts it is necessary to teach the vocabulary that will accompany that subject. However, we often spend little time making sure that vocabulary is learned and consequently without the prerequisite knowledge of vocabulary of learning the learning of information related to it is difficult. This need for definition of relevant language is seen in multiple sources with textbooks being on of the greatest sources of it. The books highlight, bold, or italicize critical words and provide definitions of the word or within the text or margins. This definition of terms gives the reader the knowledge basis to understand the content of what they are reading. If the books authors did not define these terms, then understanding the information they are trying to convey would be difficult.
Think about it, when was the last time you physically touched, or even witnessed the touching of, a physical dictionary? I myself can attest that although I am currently student in a high school with a perfectly functioning library, I have never come close the books within it. As a matter of fact the only reason I have ever ventured into that abandoned testament called "the library” is to print things for class. Why would I bother to go looking through a book when I can ask Google, Siri and Dictionary.com just about anything I need to know. More ...
In the beginning of infancy to childhood, these children start their memory by following the system of sensory register to working memory and followed by long-term memory. By middle childhood, children increase their selectivity in their attention and work on improving their control of their attention and strategies. With this, children’s knowledge base expands because they gain more experience from inside and outside of home and school. When implementing “Tearing Into Vocabulary”, these students get the chance to come up with their own definitions and by putting vocabulary terms into their own words better increases their chances of using the words in the future and transfer the terms from working memory to long-term memory. Next, when the students work with their groups to piece together the vocabulary words with the definitions, it increases their memory by actually saying definitions out loud and effectively communicating with others and receiving others imputes and understandings. By receiving direct feedback from peers, it also influences the amount of information that is effectively stored in their long-term memory bank and forces them to focus their attention on to what their peers are suggesting. Implementing “Tearing Into Vocabulary” is a simple way to improve these middle childhood children’s long-term memory that stabilizes and expands the capacity of
When discussing the effects of e-books on reading comprehension, it is important to define both e-books and reading comprehension. E-books are defined as any digitized book that is accessible through a variety of electronic devices such as a desktop computer, e-reading device, Smartphone, or tablet (“E-books,” 2012). E-books can be used to access a variety of both free and paid reading materials made available through the internet. While they may not provide the same feeling of reading a printed book, many e-books contain features that allow readers to highlight, underline, and add notes to the text (“E-books,” 2012).
Is there an effect on using mnemonic memory or note organization on learning and memorizing medical terminology for high school students in Arabic schools who are transferring to English speaking Medical schools? The question rises from the fact that many students come to medical schools without learning the correct English terminology for certain classes. Hence it is important for them to be able to learn these medical terms. The previous articles do not highlight the importance of scientific terms as they only focus on common English vocabulary words. Furthermore, they do not use the mnemonic devices of note organization, as this is more applicable to my experiment in learning scientific vocabulary. The experiment will target those students who are entering the first year of their university similar to the experiment of Fatima Azimi Amoli and Alireza Karbalaei. The students will be split into two groups. One group will focus on using memory devices in order to develop their scientific vocabulary while the other group will use the note organization device to aid their scientific vocabulary. An exam will be given after a few weeks to analyze which mnemonic device was better for the students. It will create a better understanding of which device can actually aid students in order to ease their transition into medical school. The hypothesis in this experiment will be that students using note
shown computers to be the future of learning. The use of a computer in place of the standard pen