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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3898

Title: AN EXPLORATION INTO THE USE OF PEDAGOGIC MONOLINGUAL DICTIONARIES AT HIGH SCHOOL LEVEL (WITH SPECIAL REFERENCE TO GRADE 11 STUDENTS)
Authors: FIKRE, G.KIDAN
Advisors: Dr. Teshome Demisse,
Keywords: USE OF PEDAGOGIC MONOLINGUAL
DICTIONARIES AT HIGH SCHOOL LEVEL
Copyright: May-1999
Date Added: 23-Nov-2012
Publisher: AAU
Abstract: This study is aimed at finding out the views and attitudes of high school students in general, and grade 11 students in particular, toward the use ofMLD as one independent and selfstudy source of linguistic information in the process of learning EFL. In other words, it tries to explore and describe the various uses of MLD and see how much of these pieces of pedagogic information is recognized and exploited by grade 11 students. In short, the study tries to answer the question, "To what extent do high school students benefit from the MLD." To do this, three types of instruments were employed: A test of practical use(of a dictionary, questionnaires and an observation. A class ono randomly selected students and 20 English teachers from 6 different schools were also invovled in the study. The test which comprises 30 items on the various uses of the dictionary was administered to the 30 students. The questionnaires which also try to elicit views and opinions of the teachers and students regarding the role of MLD in learnning EFL were distributed to both subjects. The third type of instrument--observation, was made to see how quick or slow the students were in finding a word in the dictionary. In doing the test and the activity (task) for observation, the students were provided with the Oxford Advanced Learner's Dictionary of Current English. The instruments were collected and analysed by converting the responses into percentage figures. Comparisons were made between the responses of the students to all items subsumed in the instruments to see the effectiveness ofthe students in using the dicitonary. The results obtained showed that the students are not generally good at using the dictionary for wide range of information. The results also indicated that there are no initiatives from English teachers to coach students how to make an effective use ofthe MLD. It is, therefore, recommended that teachers, syllabus designers and material writers should take remedial measure to broaden the view of students to the use of MLD by integrating different tasks that call for dictionary skills.
URI: http://hdl.handle.net/123456789/3898
Appears in:Thesis - Teaching English as a Foreign Language

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