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Efl Students Explot A Monolingaul Lexicon As Language Learning Tool

1160 words - 5 pages

This study set out with the aim of discovering the importance of sub-themes and explanations of consultation, utilization, and confirmation monolingual dictionary strategies exploited by EFL students. Also, this was designed to investigate the perception of the usefulness of the sub-strategies by the EFL users. The current study found nine essential sub-themes under the three core themes, namely consultation, utilization, and confirmation strategies. Nevertheless, the discussion part brought only three sub-strategies that show very high rates of extremely/very useful strategies to the participants to be discussed in this section.
Consultation strategies are the inherently monolingual strategy that EFL students ought to establish their purposes prior to employ an English-English dictionary for their translation activities. The current result found that “rechecking meanings of known words” was the most useful purpose to consult with a dictionary. Besides, the EFL users viewed that this strategy was an extremely/very useful strategy which proved 78 percent of perception. This finding further support the idea of Larson (1998), which he interprets that the first step of translation triggered off understanding of an L1 concept then find the words in L2 which share similar ideas. That is, although the students recognized the words, they lacked confidence when they needed to utilize such words. Hence, to restrain lacking in language capacities, the students desire to gain more confidence in using known words before forming English sentences by consulting the dictionary. The explanation of this funding might be that the students lack confidence in using vocabulary items because each word contains multi-meanings, hence this situation creates the bulk of the difficulty to translate (Chafe, 1970). Using the monolingual dictionary is the most excellent method to look up the word meanings for most EFL students. They also learned how to utilize lexical items to produce sentences. This strategy confirms with the monolingual strategy of Songhao (1997), that is “looking for meaning and usage of new words”. To support this result, the EFL students are concerned about meanings, which corroborate the ideas of Seleskovitch (2008), who suggests that translation is not just translating language, but it is about presenting meaning to readers.
Utilization strategies played a role to aid the EFL students selecting the appropriate words from a dictionary to their translation contexts. The results of this study showed that “noticing how to use words in sentences by checking from examples”, before deciding lexical items the student utilized examples and discerned the approach to apply lexical items from such example sentences. Also, the homogeneous group reflected that this strategy is extremely/very useful, which increased 75 percent of perception of usefulness. The EFL students earned learning experience in implementing the English-English dictionary while...

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