| Have you ever taught a class of ESL/EFL students | | | | it difficult to remember it the next time they come |
| who worship their dictionaries? Or had one of those | | | | across it. |
| days when the beeping sound of an electronic | | | | Hence the saying: "Easy Come, Easy Go", becomes |
| dictionary steals classroom attention for that one | | | | more evident here. On the other hand, when words |
| crucial moment during the lesson? To make matters | | | | are learnt with a bit more thinking effort, they are |
| worse, some of these dictionaries have ring tones and | | | | actually embossed in the student's memory. |
| other unnecessary sound effects that amplify the | | | | Non-dictionary ways of learning new vocabularyo |
| distractions. | | | | Vocabulary building using prefixes and suffixes |
| From the Students' perspective | | | | (affixes) |
| In countries like China and Japan where electronic | | | | A lot of English words we use today come from other |
| dictionaries are increasingly popular among EFL | | | | languages. There is a lot of material about the |
| students, a teacher soon notices that intermediate level | | | | etymology of English words, on the internet. There are |
| English students quickly head for their dictionaries | | | | lots of Latin and Greek influences on most European |
| every time they come across new vocabulary. This is | | | | languages like English, French and Spanish. |
| understandable because at the intermediate levels of | | | | You would be surprised at how this basic awareness |
| ESL/EFL learning especially, students are always | | | | of the origin of the English language can be of great |
| concerned about vocabulary development. | | | | help to your students. Many English prefixes and |
| With the advent of highly portable electronic | | | | suffixes are derived from Latin and Greek. A basic |
| dictionaries the inconvenience of carrying cumbersome | | | | knowledge of commonly used affixes will help |
| paperback dictionaries is almost non-existent; therefore | | | | students learn English vocabulary much faster without |
| teachers are seeing more electronic dictionaries in the | | | | the need to always look up words. |
| classroom. These days it is not uncommon to have | | | | So what are prefixes and suffixes? |
| mobile phones with electronic dictionaries installed | | | | A prefix is a letter or group of letters added to the |
| inside. Most of these dictionaries are equally equipped | | | | beginning of a word to make a new word: In the word |
| with speakers and earpieces. While this new | | | | '"UNHAPPY", 'UN-' is a prefix added to HAPPY. UN- is |
| technology is brilliant, it can also be very detrimental to | | | | a Latin word for NOT. |
| students' learning especially during lessons. | | | | A suffix on the other hand is a letter or group of |
| Furthermore, most ESL/EFL students carry dictionaries | | | | letters added to the end of a word to make another |
| that simply translate words from English to their native | | | | word. The suffix NESS added to the end of the word |
| language and vice-versa. They often think it is the | | | | TOGETHER creates another word |
| fastest way to learn new vocabulary. | | | | TOGETHERNESS. |
| Students do not realize that learning new vocabulary | | | | Prefixes and suffixes are generally known as affixes. |
| by translating actually slows down the learning | | | | Affixes create new words, usually by modifying or |
| process. Of course translation is always an easy way | | | | changing the meaning of a root word. If we take a |
| out; but also the grammar and translation methods of | | | | root word like HAPPY, we can see how affixes can |
| learning ESL/EFL are not the fastest means of | | | | change the meaning as in this example: prefix = UN, |
| mastering new language inputs. Hence the tendency to | | | | root word = HAPPY and suffix = NESS. |
| "um...", "uh..." and forget new words learnt by such | | | | The end result is UNHAPPINESS. |
| means never leaves. | | | | Sometimes raising awareness to this word formation |
| From a Teacher's Perspective | | | | aspect of English can be the light that dispels the |
| For a teacher in the classroom, this can be frustrating. | | | | darkness of dictionary worship. |
| Most often, trying to get the students off their | | | | Or, drawing similar examples from the student's native |
| dictionaries frustrates the teacher even further, | | | | language further raises this awareness of word |
| because they soon go back to the dictionary the next | | | | formation in languages as a whole. In Chinese for |
| time they hear a new word. This might dampen a | | | | example, the prefix BU is added to many root words |
| teacher's confidence as it might suggest that students | | | | to create an often negative version of a root word. |
| are attaching more importance to their dictionaries than | | | | For example HAO in Chinese means GOOD. The |
| to the teacher. It can also mean that students don't | | | | opposite is simply formed by adding the prefix BU at |
| have confidence in their teacher's ability to explain new | | | | the beginning of HAO: prefix=BU root word HAO and |
| vocabulary. From another perspective this might be a | | | | result is BUHAO which means BAD. Tons of word |
| pointer to the fact that the teacher needs to teach the | | | | opposites are formed in Mandarin Chinese by simply |
| students more vocabulary acquisition skills. | | | | adding this prefix to root words. |
| Generally speaking, dictionaries should be the last point | | | | If a teacher can make similar references from a |
| of reference for new words and expressions. We | | | | student's native language background, it provides a |
| should always remember that 70-80% of all language | | | | springboard for the understanding of word formation in |
| can be communicated non-verbally. Figuring out | | | | English as well. Most often you would realize that the |
| meaning in a more contextual set up is more effective | | | | student had not even thought of this in terms of his or |
| in learning and teaching of new language. Looking up | | | | her own language. |
| the meaning of a new word should be a very brief | | | | Since English is a language that has thousands of |
| and less frequent activity. Teachers should try to get | | | | words from other languages, a brief etymology of |
| students to explain new vocabulary in their own words | | | | commonly used prefixes and suffixes would do much |
| after having explained the new word to them. | | | | good. |
| Teaching students other non-dictionary vocabulary | | | | For example the OCT prefix comes from the Latin |
| learning methods would greatly help. So what are | | | | OCTO which means EIGHT. If you look at most |
| some non-dictionary ways of learning new | | | | English words beginning with OCT, the meaning is |
| vocabulary? To begin answering that question we | | | | never too far from eight. So ask yourself for example: |
| need to look at advantages and disadvantages of | | | | What is an octopus, octogenarian, octagon, octave, |
| dictionaries in ESL/EFL learning. | | | | and octet? |
| The Importance of Dictionaries in ESL/EFL Learning | | | | In a similar line, TELE- has its roots in Greek, which |
| Dictionaries are a very important language learning tool. | | | | means far or distant. So what do words like |
| They are as useful as they can be counter-productive. | | | | telecommunication, television, telephone and telex have |
| To make dictionaries useful, students must understand | | | | in common? |
| the role of dictionaries in English vocabulary building. So | | | | For worksheets to teach basic ESL prefixes & |
| I guess you are now asking the question, "When and | | | | suffixes, refer to: |
| how do we use dictionaries for vocabulary building?" | | | | Of course there are other methods of word formation |
| The following points listed below are some of the | | | | in English such onomatopoeia, truncated words Read |
| general reasons why we should use dictionaries:o In | | | | more at & .o Trying to understand words in |
| some cases of ESL/EFL teaching, words could be | | | | context through reading |
| specific to a certain profession. Sometimes looking up | | | | Another way to improve vocabulary is to read more. |
| professional jargons is unavoidable.o There are | | | | When students read, they should put their dictionaries |
| situations where the vocabulary of a lesson can be | | | | far away and try to understand the word from within |
| new to students, even in their own native language.o | | | | the context of that text they are reading. To start |
| Sometimes we are unsure of the spelling of some | | | | understanding the text, an understanding of the subject |
| words. Of course dictionaries are very useful at such | | | | of the text is a giant step. When students come |
| times.o Idiomatic expressions and phrasal verbs can | | | | across a new word or expression, they should not just |
| sometimes be too difficult to guess, thereby | | | | look it up, but first try to figure out what that might |
| necessitating the use of dictionaries.o Some classroom | | | | mean within that context. |
| activities and the teaching of certain skills are planned | | | | If they cannot understand the meaning after reading |
| around a dictionary.o A dictionary can be a student's | | | | the sentence and paragraph of the new vocabulary, |
| study companion at home or away when the teacher | | | | they should read the text to the end. Somewhere |
| is not around. Even then, the issue of when to use it is | | | | down the text, the meaning is usually clarified by other |
| also very important. | | | | words. The dictionary should be the last point of |
| There are many ways of understanding the meanings | | | | reference when all else fails. Reading a lot is of course |
| of new words and expressions without using the | | | | one of the best ways to increase vocabulary. Reading |
| dictionary. Despite the importance of dictionaries in ESL | | | | helps to define words in context and therefore |
| EFL learning, they should be used as the last resort | | | | provides a clear understanding of how to use the new |
| especially in the classrooms. So what is the problem | | | | vocabulary; whereas, the dictionary might not provide |
| with using a dictionary often? | | | | the context for understanding the new vocabulary. |
| What's the problem with dictionaries?o Dictionaries | | | | Teachers should try reading activities in class. One |
| stop students thinking in context: | | | | great reading activity for your intermediate to |
| Most often students want to isolate a new word and | | | | advanced learners would be to bring four news |
| look it up, while forgetting to realize that words do not | | | | articles on a similar topic to class- these articles should |
| exist in isolation. Take a look at this sentence for | | | | come from different sources. Brainstorm the topic of |
| example: | | | | the articles. For example if your four articles were |
| "Without the invention of microscopes, we would not | | | | about earthquakes, ask your students to tell you what |
| have been able to carry out studies on tiny organisms." | | | | happens during and after an earthquake. As they |
| The word Microscope might be the new word here, | | | | discuss, write down key words on the board. Later, |
| but the words tiny organisms easily give a clue to the | | | | give them the four articles and ask them to do a |
| meaning of microscope and vice-versa. The tendency | | | | content analysis of the key words. They should work |
| is for students to forget that the word microscope is | | | | in teams and count how many times a particular word |
| easily understood within the context of that sentence. | | | | or its affix modification occurs in one article. This skill |
| Whereas, a little bit of thinking in context would have | | | | teaches students to always associate words with a |
| done the trick.o Dictionaries can be a great distraction: | | | | particular reading context. Take this further by asking |
| This is especially true of electronic dictionaries and the | | | | students to summarize the articles in writing, using the |
| classroom environment. Most students can't resist the | | | | key words.o Word Association Exercises: |
| temptation of looking up a new word every time they | | | | As earlier mentioned, words do not exist in isolation. |
| come across one. The tendency is to want to stop to | | | | They usually fall under a heading and have a specific |
| look it up, even when the teacher is trying to explain. | | | | role to play. Putting together words in the same group |
| The end result is always having a student asking the | | | | creates a systematic and often easy way of |
| teacher a question on something he/she was | | | | remembering vocabulary. |
| explaining a minute ago, or simply deviating from the | | | | For example, Christianity, Islam, Buddhism, Sikhism, |
| focus of a lesson - in some occasions the word they | | | | Hinduism = Religion. One way of doing word |
| were looking up only turns out to be an unimportant | | | | association is to brainstorm a topic. Usually the |
| word to the subject. | | | | students would most often have heard something |
| To make matters worse, electronic dictionaries with | | | | about the topic. If your lesson is about earthquakes for |
| their beeping sounds and slightly distorted audio | | | | example, ask your students to give you as many |
| recordings can further increase a teacher's frustration | | | | words associated with earthquakes as possible. |
| during a lesson. Suddenly an electronic voice is reading | | | | Further group the words into verbs, adjectives and |
| out a word from the corner of the classroom and | | | | nouns. This systematic approach to vocabulary |
| before you know it, a brainwave of distraction occurs | | | | learning helps arrange words in a systematic and |
| in the student's minds causing them to miss out on | | | | easy-to-access order in the brain. If defragmentation |
| what the teacher was explaining. Some teachers | | | | of your computer's hard drive and memory chip is the |
| might even loose track of what they were saying | | | | computer way of optimizing speed, then word |
| especially when they hear these audio devices reading | | | | association is the brain's method of optimizing memory |
| out English words in second-hand electronic voices. | | | | of words.o Conclusion: |
| There is also grave concern here as to what type of | | | | In an age where modern technology is invading every |
| electronic dictionaries are actually good for listening and | | | | aspect of our lives, new rules have to be made to |
| pronunciation. When students prefer to listen carefully | | | | accommodate these changes. The advent of |
| to an electronic dictionary, over the teacher, then | | | | electronic dictionaries is one of such change that is |
| serious questions arise.o "Easy come, easy go": | | | | taking place in our ESL/EFL learning. As ESL/EFL |
| Every time a new word or expression is learnt without | | | | professionals, we are called upon to redefine the rules |
| much thinking effort, there is always a propensity to | | | | of dictionaries in ESL/EFL learning so as to make them |
| forget soon after. A majority of English learners who | | | | constructive rather than destructive language learning |
| use their dictionary all the time always find themselves | | | | tools. |
| learning the meaning of a new English word but finding | | | | |