Strategies and Skills Using Dictionary in English Study 英语学习中词典使用的策略和技能

Strategies and Skills Using Dictionary in English Study 英语学习中词典使用的策略和技能 英语学习中词典使用的策略和技能 摘要: 英文词典是学生学习英语必备的工具，词典使用的策略和技能在二外习 得中显得尤为重要。本研究通过调查问卷，对部分惠州学院英语专业学生求助词 典时运用的策略和技能进行了调查。通过简单算术得来结果后，研究者利用这些 有效的数据进行有针对性地分析。我们期待调查结果能有助提高大学生的词典使 用技能和策略。 关键词: 词典,策略,技能 Strategies and Skills: Using Dictionary in English Study Abstract:English dictionaries are the indispensable tools for students to learn English, and the using strategies and skills for language learning are of vital importance in second language acquisition. Through a questionnaire, this paper investigates part of Huizhou University English students’ using strategies and skills. Gaining a result by using a simple counting, the research makes a pertinent analysis with effective data. We are looking forward to the survey will help improve college students’ skills and strategies of English dictionary using. Key Words: English dictionaries, Strategies, Skills 1. Introduction An English dictionary, as a tool or a reference in the English learning, helps to facilitate the language learning process and enables the learners to develop their language skills effectively. The effective and efficient use of a dictionary is one of the main factors to affect the second-language acquisition. In the learning process, besides our teachers, what we most consult is an English dictionary. It provides English learners all types of information: spelling, syllables, weak and strong forms, syntactic structures, word origins, meaning, word collocation, formal and informal usages, slangs and idioms, etc. Therefore, its importance is self-evident. However, if you use it in an inappropriate way, the second best teachers not only could not help you, but also might even bring a lot of negative effects to you. For example, some learners just read the first several Chinese meanings and usages of the word, which would negatively expand or narrow their understanding of original meanings; some learners depend too much on their dictionaries. Once they fail to know the meanings of the new words, they always look them up rather than guess them out. Such low skills and strategies do not bring any convenience but waste them much time on looking up the dictionaries. Though these learners have one or two paper-based dictionaries at least, they are forced to buy electronic dictionaries in addition, because they claim electronic dictionaries provide word meaning quicker. Dictionaries are among the most readily available, widely used, and cheapest [1]learning resources, but they are also among the most difficult to use. The research of dictionary use, as a branch of lexicography, is concerned with more and more language experts. A great number of categories of specific areas within this branch have been studied. The study of dictionary use in EFL (English as a foreign language) [2] learning is one of the important areas of the research. There are several problems we need to solve: ?What strategies and skills they applied to handle the new words and usages in reading and listening? ?How do the learners succeed in choosing their suitable dictionaries in accordance with their own levels and needs? ?How often they use the dictionary? ?Do the language teachers give the students enough information and guidance in the selection and use of English dictionary? ?Are the current English majors clear about the three different English dictionaries functions, In light of these questions, we make a research on two English majors’ classes in Huizhou University. 2. Literature Review In the combination of questionnaire and interviews of four Normal English classes, 405 students, in the Foreign Languages department of Putian College, Chen Yuzhen finds that the using frequency of electronic dictionary is much higher than that of paper-based dictionary, and junior students’ using times are more than senior students’. So, she proves that junior students’ look-up strategies are more mature than senior students’, and conclude that student’ strategies and skills will not increase with the second language learning time. Also, she proposes that the teachers should have the sense to train their students the awareness of using dictionaries, and to provide necessary guidance and enough training. They should encourage students study more [3] independently, and boost their independent problem-solving abilities. With the questionnaire of two non-English majors’ classes, 90 students, in the Chemical Technology department of Southwestern University, Feng Linling finds out electronic dictionary has already become many non-English majors most extensive tool in language learning, because it is very efficient to find out the meanings of the new words. But when to mention electronic dictionary’s pronunciation function, only a handful of people believe that it is very helpful, and the overwhelming majority of people believe that the functions are somewhat important or unimportant. By comparison, traditional paper-based dictionary is not only more conducive to learning, but also easier to master English usages. Feng Linling warns that if students are too reliant on electronic dictionary, they would have great difficulty in advance the [4] guessing ability of the new words. With the investigation analysis and strategies on the use of English dictionaries by non-English majors, Yuan Shuo advises schools and teachers to increase students’ using times of the paper-based dictionaries using times, and consider other reference books as the part of students’ self-learning ability. Also the teachers should attach [5] great attention to Student’s purchase and use of the dictionaries. Liang Yuling and Li Lei state that most students not only lack understanding the relation between English learning process and dictionaries, but also fail to fully understand the types and functions of the dictionaries. Their ignorance of these aspects of the knowledge leads to many problems when they use the dictionary: a. prefer to small dictionary or the electronic one; b. focus on only one or a few simple front Interpretation of the English words; c. too self-confident too look up the dictionaries. Form the above reference to students’ errors in using strategies; they believe that teachers can guide the students below the following aspects: a. make students fully understand the diverse functions of pocket dictionary, electronic dictionary and paper-based dictionary; b. Read all information of an English words as complete as possible; c. flexible to the use an English dictionary with the combination [6] of the context. Wang Yanhua divides English learning into four levels: a. beginning; b. intermediate; c. advanced; d. quasi-bilinguals. She states that English teacher should help the students to choose an appropriate dictionary at different studying levels in [7]accordance with students’ learning levels and their purposes. Zhao Liming proposes that more examples should be provided to guide the learners. Let the learners guess and identify the meanings of the new words in the contexts as many as possible. He doesn’t agree the students to use these following strategies: a. look up the dictionaries once they meet the new words; b. avoid studying the hard points. In return, he emphasizes his own opinions: a. the teachers should teach learners try to guess the meanings of the words; b. make sure the learners understand the meaning or implied information as complete as possible, and encourage English learners to try to go through the subtle differences between English and Chinese. He believes these ways will greatly enrich and promote their [8]comprehension of the English language. 3. Research Design By the combination of some language experts’ insights and my own thoughts, we try to make out what types of strategies and skills will be most efficient in the learning process. In order to find out the best solutions, a Chinese questionnaire will be adopted in this investigate 3.1 Research Participants The research participants include Huizhou College’s two English classes, 85 English majors, a second-year class and the fourth-year class separately. The selected classes have representative in the school. 82 questionnaires were valid, only 3 questionnaires were invalid. For some certain questions are incomplete. This investigation began in the middle March, 2008. 3.2 Instruments and Date Collection The questionnaire is composed of four parts: The first part is to try to find out students’ general knowledge of the dictionaries. The second part is to find out which kind of dictionary students would like to use. The third part is to get to know what the learners’ ideal dictionaries are. The forth part is that when students encounter the new words or expressions in reading and listening, what strategies and skills will apply. The fifth part is how to handle the new words in word analysis. 4. Data Analysis Results of the research are discussed in this part in this part. The strategies and skills analysis are the primary focus of this paper. 4.1 General Knowledge about the Paper-based Dictionary 4.1.1 What do three items mean, Advanced level, Intermediate level and Elementary level of English dictionaries? Table 2 A B Strategies and Unknown Know skills Junior students 39% 61% Senior students 33.3% 66.7% Average 36% 64% They are many types of English students’ dictionaries, for example, paper-based dictionaries like bilingual dictionary with both Chinese and English explanations, English-English dictionary, electronic dictionaries and pc dictionary. What do three items mean, Advanced level, Intermediate level and Elementary level of English dictionaries, mean?Table 2 shows that, over 60% of junior and senior students have already known these three items’ meaning. According to the volume of the entries in the different learning dictionaries, dictionaries can be divided into three categories: Advanced level, Intermediate level and Elementary level. Generally speaking, the Elementary level includes below 20,000 words, Intermediate level [11]ranging from 20000 to 40000, and the Advance level from 40,000 to 80,000. We can not judge the quality of a dictionary just simply by its number of its entries but on its utilization and functions. On the basis of their own level and needs, Learners choose an English dictionary. 4.1.2 What are the functions and the differences among bilingual dictionary with both Chinese and English explanations, English-English dictionary and bilingual dictionary with Chinese explanations only? Table 3 A B Strategies and Unclear Clear skills Junior students 19% 81% Senior students 16.7% 83.3% Average 18% 82% What are the functions and the differences among bilingual dictionary with both Chinese and English explanations, English-English dictionary and bilingual dictionary with Chinese explanations only? The data of table 3 show that most the students know their functions and differences. Firstly, Let us talk about bilingual dictionary with both Chinese and English explanations. It supplies a large numbers of the corresponding Chinese translation with the original terms and phrases. It adds the Chinese interpretation to its English original. Through the use of English-Chinese Dictionary, readers not only can better understand the English words by the corresponding Chinese words, but also more clearly and accurately understand its meaning by the English Interpretation. Its advantage is to avoid narrowing or expanding the English meaning. In addition, the use of this kind of dictionary can increase the English sense and learn more English [12] usages and sayings at the same time.However, when looking up it, we must pay more attention to read the English interpretation so as to further understanding its meanings. Generally speaking, bilingual dictionary with both Chinese and English explanations is suitable for the junior students in college. Secondly, bilingual dictionary with Chinese explanations only is easy to understand and remember the Chinese equivalents of English words. What’s more, the semantic information supplied by it is very pertinent, so it’s convenient for students to understand the differences of the two languages. However, as we know that few complete equivalents exist in two languages. Therefore, we could depend on bilingual dictionary with Chinese explanations only to much. Thirdly, English-English Dictionary purely consists of a single language: English. The interpretation or examples are all expressed in English, so its biggest advantage is to provide a pure English environment without any Chinese equivalents. It can help us to think and understand in English. If we really want to study English well, we should have one English-English dictionary in hand at least. In addition, the use of English-English language can help learners to increase English sense, to get a clear and thorough understanding of the new words and usages, and to develop their proper uses of the language skills. 4.2 Which Kind of Dictionary Is Mostly Used? Table 1 A B C D bilingual dictionary English-English Bilingual dictionaries with on-line/electronic/ Category with English and Dictionary Chinese explanations only PC dictionary Chinese explanations Junior students 69% 3.4% 24.1% 65.5% Senior students 71% 12.9% 29% 74.1% Average 70% 8% 27% 70% Table 1 shows that students’ using frequency of dictionary: the bilingual dictionary with Chinese and English explanations and on-line/electronic/pc dictionary are students’ most using dictionaries, next bilingual dictionary with Chinese explanations only, the least English-English dictionary. This result falls below with Shi Gengshan and Chen Kuohua’s similar survey (the average of between junior students and senior students, 87.5%), but quite close to Shi Binbin and Pan Pan’s survey (78.2%). Senior students use electronic-on-line/PC dictionary more frequently than [9][10]junior students. It can be drawn from the three points: Firstly, bilingual dictionary with Chinese and English explanations and the on-line/electronic/pc dictionary have already become students’ most frequent using tools. Secondly, the figure of students’ use frequencies of on-line/electronic/pc dictionary (65.5%), which is lower than that of the paper-based dictionaries (69%+3.4%+24.1%), indicates that learners prefer to consult the paper-based dictionary. So it proves that the English teachers must have consciously trained tudents’ sense to use paper dictionary in class. Also, Students have already s recognized the deficiency of electronic dictionaries, so they are more willing to consult paper-based dictionaries. For paper-based dictionaries give them more new and accurate interpretation, clear definitions, more usages and example sentences, etc. Thirdly, as senior students start to have the translation courses, so they need various dictionaries to obtain more information. That is the main reason why the senior students use various dictionaries more often than the junior students, which is inconsistent with Chen Yuzhen’s argument that the juniors use various dictionaries [3]more often than the seniors. 4.3 Ideal Dictionaries 4.3.1 What are learners’ ideal English dictionaries? Table 4 A B C D Light in weight Strategies A large Rich and clear Sound and complete and convenient to And skills vocabulary Interpretation samples carry 30% 20% 30% 20% Junior students 41% 21% 23% 15% Senior students Average 35.5% 23% 24% 17.5% What are the learners’ ideal English dictionaries? The data of table 4 shows that many students think the most valuable things for a dictionary are that it can include everything, such as, a large vocabulary, the second rich interpretation and samples, and convenient to carry, etc. On one hand, over 40% of senior students hope a dictionary should be edited with a large vocabulary, but only 15% of them think the dictionary can be light in weight and convenient to carry. On the other hand, 30% of the junior students think a large vocabulary and complete samples are the most important. The reason is that there are more specialized items and new words in senior students’ courses. They encounter more new words and expressions than before. So they need a dictionary with a large vocabulary badly. Junior students focus more on grammars, so they think a dictionary with complete samples will be more suitable. Students not only require that an ideal dictionary should include a large vocabulary, rich Interpretation, sound and complete samples, but also hope it is lightweight and convenient to carry. To meet these requirements, electronic dictionaries are temporarily unable to do it. 4.4 How to handle the new words in Reading and Listening? 4.4.1When encountering the new words or expressions in reading, what strategies and skills will be better? Table 5 A B C D Stop to look Whether the words or the stop to guess the look up the Strategies and them up expression would affect meaning of the words or words that affect skills immediately understanding or not, not expressions by the comprehension to look up these words context, and look them up if he/she fails to guess Junior students 3.4% 6.9% 44.8% 44.8% Senior students 6.5% 0 48.4% 45.2% Average 4.95% 3.45% 46.60% 45.00% When encountering the new words or expressions in reading, what strategies and skills will be better? The data of table 5 shows that junior students and senior students have chosen two similar reading strategies: a. they would stop to guess the meaning of the words or expressions by the context, and look them up if he/she fails to guess (junior students 44.8%; senior students 48.4%); b. look up the words that influence comprehension (junior students 44.8%; senior students 45.2%). After reading, the students seek to find out new words or expressions so as to further understanding of the materials. From the figures from C and D, we know that senior students’ look-up strategy is more mature than that of junior students’. This finding is opposite to Chen Yuzhen’s conclusion that junior students’ look-up strategy is more mature than that of [4] senior students’. 4.4.2 When encountering the new words or expressions in listening, what strategies and skills will be better? Table 6 A B C D Stop the tape recording, it will waste a lot imitate the pronunciation, Stop the recording imitate the words’ of time, so ask guess and write them down and find out the Strategies and pronunciation of the tapes, someone for help on the paper and look them spelling of the skills and guess and look for or see the answers up in the dictionary later words them from the dictionary instead Junior students 10.7% 25% 60.7% 3.6% Senior students 6.5% 19.4% 74.2% 0 Average 8.60% 22.20% 67.45% 1.80% When encountering the new words or expressions in listening, what strategies and skills will be better? Table 6 shows that most junior students and senior students will imitate the words’ pronunciation, guess and write them down on the paper and look them up in the dictionary later (junior students 60.7%; senior students 74.2%). However, some students regard this method will waste a lot of time, so they prefer to ask someone for help or see the answers instead (junior students 25%; senior students 19.4%). A very few people Stop the recording and find out the spelling of the words (junior students 3.6%; senior students 0%). A small group of students have a habit that they always stop the tape recording, imitate the pronunciation of the tapes, and guess and look for them from the dictionary when they have difficulty in listening (junior students 10.7%; senior students 6.5%). Strategy A or C not only could benefit our listening, but also help us to rectify our pronunciations. Imitation deepens our memory to this unknown words or expressions, but also stimulates ourselves to speak so as to improve our pronunciation. 4.5 How to handle the new words and usages in Word Analysis? 4.5.1 When meeting new words and usages in word analysis, how to handle them? Table7 A B C D Only read the first read all the Read all the Read all the several entries of information of information of the information of the Strategies and Chinese interpretation, the word entries word entries and jot word entries and jot skills examples and usages down the English or down the English Chinese meaning and Chinese meaning Junior students 28.6, 7.1, 39.3, 25, Senior students 29% 9.7% 48.4% 12.8% Average 28.80% 8.40% 43.85% 18.90% When meeting new words and usages in the word analysis, how to handle them? Table 7 shows that most Junior students and Senior students are likely to read all the information of the word entries and jot down the English and Chinese meanings (junior students 39.3,; senior students 48.4%). English students who jot down the English interpretation think it will tell us its original meaning. English students who jot down the Chinese interpretation often feel the Chinese meaning simpler to remember, more direct and convenient. If we read the first several entries of Chinese interpretation, examples and usages, we will either expand or narrow our understanding of this word. However, a number of students still apply these wrong strategies (junior students 28.6%; senior students 29%). Only a few students read all comments and the phrases (7.1% and 9.7%). The survey shows that many students can read all the information of the word entries, which is quite close to Pan Ni and Lu Yong’s similar survey of English learners’ dictionary use among the non-English majors in rural minorities area. 15.79% of students read all comments and the phrases and jot down the English and [13] Chinese meaning, while our figures reach 18.9% on average. 4.6 Which kind of dictionary would students prefer to consult? 4.6.1 If electronic, on-line, pc, and paper-based dictionaries are close at hand, which dictionary would students prefer to consult? Table 8 A. B. C. D. Paper-based Strategies Pc dictionary on-line dictionary Electronic dictionary dictionary Junior students 44.8, 31.0% 10.3, 13.8, Senior students 35.5% 9.7% 0 54.8% Average 40.15% 9.70% 5.15% 34.30% If electronic, on-line, pc, and paper-based dictionaries are close at hand, which dictionary would students prefer to consult? Table 7 shows that senior students use electronic dictionaries more often than paper-based dictionaries (Electronic dictionary 54.8 %; Paper-based dictionary 35.5%). Yuan Hui argues that electronic dictionaries can be considered an important tool for students to gain the information, when you do not need the complicated and rich language in the context. However, a lot of electronic dictionaries are still unable to provide the English learner with enough [14] example sentences, collocations, and directions. However, we find that Junior students use paper-based dictionary more often than other dictionaries (Paper-based dictionary 44.8,; Pc dictionary 31.0%, on-line dictionary 10.3%; Electronic dictionary 13.8,). Since junior students’ language level is relatively lower, so the paper-based dictionary is their first choice. More and more paper-based dictionaries provide full and complete functions grammars usages, collation and examples, etc. that is a big advantage over the electronic dictionary. 4.7 Students’ Attitude towards English Teachers’ Guidance on Purchasing and Using the Dictionary Table 9 A B C D Strategies and very necessary necessary dispensable unnecessary skills 51.7, 37.9, 6.9, 3.4, Junior students 35.5, 45.2, 19.4, 0 Senior students Average 43.60% 41.55% 13.15% 1.70% Should English teachers stress the need to purchase and use the dictionary? Table 9 shows that most junior students and senior students regard their teachers should give a brief introduction or necessary information to purchase and use the dictionary (junior students 51.7,; senior students 35.5,), while only a few students think it is dispensable and unnecessary for teacher to do that (dispensable 13.15%, unnecessary 1.70%) . This figure (43.6% and 41.55% on average between junior students and senior students) is much higher than Xin Yan and Zhang Wulian’s figures of the investigation on the Use of English Dictionaries by Non-English Major Students Studying English, [15] 50.6%.It implies that majority of the students hope teachers could give sufficient guidance and directions to them. 5. Discussion Through the survey of some English majors in Huizhou University, we know that the types of the English Dictionary they often use, and what strategies and skills they apply to deal with the problem of listening, reading and word analysis. By the effective figures from the questionnaire, we have got such conclusions: First, Students have recognized that the deficiencies of electronic/on-line/pc dictionaries, so they are more willing to apply the paper-based dictionary, because they feel that it gives them new and full usages, accurate interpretation, clear definitions, and sufficient example sentences, etc. in addition, a small number of students choose English-English dictionary. Second, though most English majors already have the basic knowledge about the paper-based dictionary, they regard their teachers should give a brief introduction or necessary information to purchase and use the dictionary. Third, to deal with the problems in word analysis, they would be likely to stop to guess the meanings of the words or expressions in the context or find out the new words or expressions after reading. Forth, to deal with the problems in listening, most students will imitate the words’ pronunciation, guess and look up in the dictionary later. Fifth, to deal with the problems in word analysis, most students are likely to read all the information of the word entries and jot down the English and Chinese meaning. 6. Conclusion 6.1 Limitation As a tentative study of the strategies and skills of the dictionary use, this research still needs further study. It has a great number of limitations. First, research participants in the study are 85 in total, all coming from the Huizhou University. Second, limited by time and resources, this questionnaire could not cover all the aspects of problems, so it can not fully reflect the current college students’ using strategies and skills 6.2 Summary From this survey, teachers should give students a brief introduction or necessary information to purchase and use the dictionary. Most students think their teachers do not give them enough instructions on how to make full use of dictionaries, although they do encourage their students to use dictionaries frequently. If given more guidance, it could have further improved students’ efficiency of using dictionaries. An effective way is that teachers should base on students’ English proficiency to design appropriate exercises so as to help students to become familiar with the various types of dictionaries. In particular, how to deepen students’ approval towards English-English Dictionary, and increase English-English dictionary using frequency will be a very meaningful study. References: [1] Wright. Dictionary use in reception International Journal of Lexicography [D]. 1998. 12 (1), 13-34 [2] 关丽. 非英语专业学习者词汇学习中词典的使用一基于大连水产学院二年级学生的调查 [D]. 大连: 大连海事大学外国语言学及应用语言学, 2005. [3] 陈玉珍. 英语专业高低年级学生词典使用技能比较研究[J]. 北京第二外国语学院学报 (外语版), 2007, (5): 34-38 [4] 冯灵林. 关于袖珍电子词典使用情况的思考—基于一份对非英语专业大学生的问卷和访 谈[J]. 双语学习高教研究, 2007: 57—59 [5] 袁硕. 非英语专业大学生学习英语使用英语词典情况分析及解决策略[J]. 双语学习, 2007 [6] 梁玉玲, 李蕾. 外语学习中词典使用的策略与技能[J]. 兵团教育学院学报, 2005, 第15卷 (第1期): 48-50 [7] 王艳华. 论英语学习不同阶段之词典使用[J]. 教育理论与实践, 2007, 第27卷(第1期): 63-64 [8] 赵李明. 大学生英语学习词典使用技能指导[J]. 大学时代下半月, 2006 [9] 史耕山, 陈国华. 英语专业学生英语词典使用情况调查[J]. 外语研究, 2007, 第1期 [10] 史彬彬, 潘攀. 英语学习词典使用状况调查结果分析[J]. 山西煤炭管理干部学院学报, 2005, 第3期 [11] 李法敏. 学习型英语词典介绍[J]. 英语自学, 2005 [12] 张锦文. 双语词典、单语词典与外语学习[J]. 辞书研究, 2002 [13] 潘妮, 陆勇. 民族边远地区非英语专业学生英语学习词典的使用情况调查[J].高教论坛, 2007 [14] 袁辉. 谈谈电子词典的特点与使用问 题 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 [J]. 徐州教育学院学报, 2005, 第20卷(第1期): 142-143 [15] 辛艳, 张玉莲, 王芬, 李宁, 范明, 刘恒. 非英语专业本科生英语词典使用状况调查[J]. 北京农学院学报, 2007, 第22卷 Appendix: Questionnaire on the Strategies and Skills: Using Dictionary in English Study (英语学习中词典使用的策略和技能问卷) 本问卷旨在通过对惠州学院部分英语专业生在英语学习中词典使用情况中的调查，分析现状，提出有效的策略，从而提高大学英语教学水平，指导学生更好、更充分地利用词典,搞好大学英语学习。以下问题包括了外语学习中使用词典的基本情形，希望您根据自己的实际情况如实回答问题。您的诚实作答对我们十分重要。谢谢! ——梁兆权. 专业:___________ 班级:___________ 姓名:___________ 1. 在学习英语时最经常使用的词典类型有:_____________ (可多选) A. 英汉双解词典 B. 英英词典 C.英汉词典 D. 电子词典/个人电脑词典/在线词典 2. 市场上学习型词典的“初阶”、“中阶”和“高阶”词典是指什么,___________ (单选) A.不知道 B.知道 3. 你清楚三种英语词典英汉双解，英英，英汉双语词典的不同功能与作用吗,___________ (单选) A.不清楚 B.清楚 4. 你心中理想的英语词典? _____________ (多选) A.词汇量大 B.释义明确丰富 C.例句齐全 D.轻巧易携 5. 在阅读英语碰到不认识的单词或暂时忘记该词义时:_____________ (单选) A.停下来马上查字典 B.不论该单词或 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 达是否影响理解，都不查词典 C.根据上下文猜测大概意思，实在猜不出来才查字典 D.碰到不认识的单词或表达时，待做完阅读后，再查会影响理解的词 6. 在听英语听力到不认识的单词或表达时:_____________ (单选) A.暂停录音, 模仿其发音进行猜词和查字典 B.浪费了大量时间, 不如问别人或看现成的记录来得快 C.模仿其发音进行猜词把它写在纸上以后再查 D.马上暂停录音，立刻查字典寻找最准确的词 7. 在英语写作或词语辨析遇到不清楚的词义和用法时:_____________ (单选) A.只看词例下面的前面一、两个汉语解释和例句等用法就把词典合上了 B.只把词典上的全部注释和例句等用法看完 C.把词典上的全部注释和例句等用法看完，并记下其英语或汉语义项 D.把词典上的全部注释和例句等用法看完，并记下其英语和汉语义项 8. 遇到问題时，在电子词典, 个人电脑词典(金山词霸为代表的),在线词典(韦氏 在线词 典为代表的), 和纸质英语词典都在手边的情况下，你更愿意求助于哪种词典? _____________ (单选) A.纸质词典 B.个人电脑词典 C.在线词典 D.电子词典 9. 你认为英语教师有必要讲如何正确选购和使用词典吗?(包括纸质印剧词典和电子词典) _____________ (单选) A.非常必要 B.需要 C.可有可无 D.不必