| Abstract: |
To more thoroughly analyze and compare the types of dictionaries being used by Japanese college students in three college engineering classes, two kinds of surveys were designed. The first was a general survey about purchase, use and preferences regarding electronic dictionaries. The second survey asked questions about how various computerised functions were used at each major phase of lexical processing to help learners maximise these eight essential steps of vocabulary learning: (1) assessing degree of word knowledge; (2) accessing new word meanings; (3) archiving new information for study; (4) analysing word parts and origins; (5) anchoring new words in short-term memory; (6) associating words in related groups for long-term retention; (7) activating words through productive written or oral use; and (8) reviewing/recycling and re-testing them. After re-evaluating how well new words are learned by post-tests, any words not fully understood should be ret-met through planned reencounters, retellings and activities that encourage learners to repeat the vocabulary learning cycle again so that relearning and reactivation can take place. The first survey describes Japanese college students' preferences and reasons for purchasing electronic dictionaries (EDs). The second shows self-reported use of portable electronic dictionaries, and how their respective functions were seen to aid different phases of L2 vocabulary learning. Students compared their use to that of print dictionaries. Finally, the author's CALL4All.US web site used in a new EAP online reading course for Japanese graduate school engineering students is shown. Appended tables highlight how other learners and teachers may use its extensive encyclopedia of pre-organised online dictionaries and language learning links to produce more effective and enjoyable reading and vocabulary learning lessons. These include the use of word-surfing, online reading labs, vocabulary profilers, etc. |