Ulugbek Nurmukhamedov

Online English-English Learner Dictionaries Boost Word Learning “Vocabulary is one of those things where the rich get richer.” —Dr. Eli Hinkel (Editorial Board 2009)

earners of English might be they become familiar with diction­ familiar with several online ary features (Nesi and Haill 2002; monolingual dictionaries that Rizo-Rodríguez 2004). For this rea­ Lare not necessarily the best choic­ son, ESL/EFL teachers should learn es for the English as Second/Foreign about and introduce the several excel­ Language (ESL/EFL) context. In my lent online dictionaries with features experience while teaching ESL at an especially designed for learners of intensive English program in the Unit­ English. These online dictionaries ed States, learners of English often promote strategic and effective word consult sources like Dictionary.com learning, but it is critical for learn­ (www.dictionary.com) and Merriam- ers to be trained by teachers who are Webster (www.merriam-webster.com). familiar with proper dictionary use so Although these monolingual online that the online dictionaries are used dictionaries contain definitions, pro­ to maximum benefit in the class­ nunciation guides, and other elements room. The best online learner dic­ normally found in general-use diction­ tionaries include (1) a corpus-based aries, they are compiled with native compilation of words; (2) word fre­ or near-native speakers of English in quency data; (3) collocation guides; mind, not for learners of English. Eng­ (4) authentic examples of how words lish learners tend to gravitate to these are used; and (5) topical vocabulary dictionaries because they are seemingly from different disciplines. This article unaware of other dictionaries that are will help teachers become aware of specifically designed for them. these important features and also pro­ Research on dictionary use in vide suggestions on how to integrate second language teaching indicates dictionary-related exercises into their learners of English gain much when ESL/EFL lesson plans.

10 2 0 1 2 N u m b e r 4 | E n g l i s h T E a c h i n g F o r u m Learner dictionaries 1. Cambridge Learner’s Dictionary (CLD) Learner dictionaries designed for ESL/EFL http://dictionary.cambridge.org/dictionary/learner-english students offer information on a word’s differ­ ent meanings, the ways that certain words are 2. Cambridge Advanced Learner’s Dictionary (CALD) used together, example sentences, explana­ http://dictionary.cambridge.org/dictionary/british tory notes, and many other features that are 3. Longman Dictionary of Contemporary English (LDCE) included with the learner in mind. Due to www.ldoceonline.com advances in technology, learner dictionar­ ies come in many forms: hard-copy books, 4. Macmillan Dictionary (MD) CD-ROM, online, and even in applications www.macmillandictionary.com for smartphones, tablet computers, and other mobile devices. Most of the recent English- 5. Merriam-Webster Learner’s Dictionary (MWLD) English learner dictionaries, particularly those www.learnersdictionary.com published after 2005, come with a hard copy 6. Oxford Advanced Learner’s Dictionary (OALD) and a CD-ROM. The CD-ROM offers useful www.oxfordadvancedlearnersdictionary.com features not found in the hard copy, which include: Table 1. Online English-English learner dictionaries • pronunciation guides (usually for both British and American language varieties) When teachers become familiar with the • electronic writing tools (designed to most useful elements of learner dictionaries, improve learners’ writing) they can easily incorporate dictionary-based • quick find (clicking on a word in a text activities into their lesson plans. The follow­ gives its definition) ing sections focus on five important features • picture dictionaries (mostly in color) and provide suggestions on how teachers can • extra grammar and vocabulary exercises enable students to recognize and use the fea­ (to enhance learning) tures to help them learn English. • vocabulary notes (an electronic version of a vocabulary diary) Dictionary feature 1: • wildcard functions (looking up words Corpus-based dictionaries without knowing their exact spelling) The dictionaries listed in Table 1 are cor- pus-based, which means the content is based It is important to point out that all of these on real-world spoken and written discourse features are designed to help students learn when words, definitions, and examples are new words strategically and enjoyably (see selected and organized. Church (2008) claims Rizo-Rodríguez [2008] for more information that corpus-based dictionaries “describe how about CD-ROM dictionaries). When these language is actually used, as opposed to how it features become the focus, they help learners ought to be used” (334). Thus, definitions for with efficient dictionary use and effective a word are sequenced based on their frequency vocabulary learning (McCarthy and O’Dell of use, and example sentences in corpus-based 2005). dictionaries are authentic. This sequencing The six online English-English learner makes it easy for learners of English to focus dictionaries in Table 1, freely available on first on frequent words and meanings that the Internet, share many of the features of will give them the most mileage. When both CD-ROM dictionaries. They provide learners teachers and learners of English appreciate the with information about word meanings and influence of corpus-based research on learner word frequency, easy-to-read definitions, word dictionaries, they begin to see the distinct combination choices, and explanatory notes. advantage of corpus-based learner dictionaries However, even though these online dictionar­ as opposed to non-corpus dictionaries. ies share similar features, some of the features differ in terms of information representation, Teacher application usability, interface, and user friendliness. For It is important to raise both the teacher’s this reason, a gentle learning curve faces stu­ and the learner’s awareness about differenc­ dents and teachers alike. es in the way that general-use dictionaries

E n g l i s h T e a ching F o r u m | N u m b e r 4 2 0 1 2 11 and corpus-based dictionaries are compiled. words in academic texts. It is important to Language teachers can provide learners with note that the second 1,000 words on the list eye-opening activities to explain the distinc­ drop considerably in frequency, covering 6 tions between the two types of dictionaries percent of conversations, 4.7 percent of news­ (see Reppen 2010 for detailed activities). For paper articles, and 4.6 percent of academic example, teachers can pick two or three words texts. Word-frequency issues merit a separate that their students will profit from learning article, and interested readers can learn more (e.g., appointment, breakfast, and discrimi­ about frequency lists at www.lextutor.ca/freq/ nate). The words could come from a reading lists_download (maintained by Tom Cobb). passage or a video that the students have just Some online corpus-based dictionaries use read or watched, or will be assigned to read special designations to indicate particular or watch. The teacher writes these words on a words that will be encountered a large number blackboard or has the students write the words of times. For example, the OALD places a key- on a piece of paper, and asks them to check shaped icon next to high-frequency words. In the definition from one general-use dictionary addition to the first and second 1,000-word (e.g., dictionary.com or www.merriam-webster frequency lists, the OALD indicates the words .com) and one online learner dictionary that are commonly used in academic texts from Table 1 as a homework assignment. (Coxhead 2006). The MD uses a red font to Teachers can do this activity in a classroom if identify more than 7,000 words that are most there is access to the Internet. After the stu­ often used in oral and written communication dents finish the activity at home or in class, and also places one star (lower frequency) to the teacher asks whether the information three stars (higher frequency) after each word presented in the general-use and the learner to further distinguish levels of frequency use. dictionary is different or the same. Students Reinforcing the importance of the high-fre­ state which type of dictionary contains more quency word lists makes English learning more useful information about the words. When efficient and strategic because learners know contrasting these two types of dictionaries, which words to learn first. Teachers can use the students are likely to observe that learner dic­ following activity to help the learners notice tionaries recommend more level-appropriate and acquire high- and low-frequency words. useful tips about words than the general-use dictionaries. After this activity, the students Teacher application might look for additional helpful elements in Conscientious students often want to learn the learner dictionaries. each and every word they encounter when they read a text, listen to a lecture, or talk to Dictionary feature 2: Word frequency other people. These types of learners, often Knowing whether a word is used a lot lower-proficiency or beginning-level students, (high frequency) or a little (low frequency) attempt to learn all the words or expressions in overall written and spoken discourse is they encounter by making a huge list in their very helpful information to English learn­ vocabulary notebooks. Unavoidably, these ers; that makes corpus-based dictionaries a lists include both high- and low-frequency must for the ESL/EFL classroom. Because words and expressions. While we do not high-frequency words are important for lan­ want to dissuade learners from being word guage learners, several vocabulary research­ collectors, we can help them become more ers encourage language teachers to spend strategic word learners. To do so, teachers can considerable time on them (Nation 2001; raise their students’ awareness about word Schmitt 2000). According to Nation (2001, frequency and its importance in word learn­ 17), the first 1,000 of 2,000 high-frequency ing. This also helps learners select dictionaries words cover 84.3 percent of conversations, with the best word-frequency features. For 75.6 percent of newspaper articles, and 73.5 example, as a classroom activity, the teacher percent of academic texts. This means that if asks students to make a list of new words a learner knows these 1,000 words, then he or that they have encountered while reading a she will recognize 75.6 percent of the words text or participating in or listening to a dia­ in newspaper articles and 73.5 percent of the logue. The students check the frequency of

12 2 0 1 2 N u m b e r 4 | E n g l i s h T E a c h i n g F o r u m the words from an online learner dictionary “make an appointment/a dentist appoint­ such as the MD or OALD and reorganize the ment,” “ease/relieve pain,” “constant/sharp list of words based on their frequency. After pain,” “speak/acquire language,” and “legal/ completing the task, students compare their technical language”). In the next class, the stu­ findings with each other. After making the dents share the collocations that they found list of the new words, students are assigned with the whole class. The teacher writes the different online dictionaries (both general-use students’ findings on the blackboard and and learner) to compare their results. Teachers discusses the meanings of the collocations as a can have the students learn the most frequent whole group activity. words first, and then learn the words that Teachers can also have students find col­ are not as frequent but still important for a location mistakes in short passages (written designed unit or a lesson. by the teacher or by students). Students are presented with a short passage such as the one Dictionary feature 3: Collocations below with six collocation mistakes (in bold With the use of corpora, lexicographers here) and are asked to identify improper col­ identify collocations (word combinations that locations and correct them. normally go together) and incorporate them into learner dictionaries. The learner dic­ Yesterday I did not make my homework tionaries listed in Table 1 indicate colloca­ because I wanted to get fun with my tions in drop-down boxes and/or within friends. I called my friends and invited the definitions of words. In contrast, most them over to my apartment. I wanted general-use dictionaries do not give colloca­ to do a special effort and decided to tion information (Zimmerman 2009). Second cook for everybody. Surprisingly, all the language vocabulary research shows that even invited people came at the same time those learners with higher proficiency levels because John put a ride to everybody. often have problems with collocations (Laufer We ate, heard some music, and looked 2011). That is why many learners often say at a movie. Everybody had fun. “do an appointment” instead of “make an appointment,” or “strong rain” instead of The difficulty of the text and collocation “heavy rain.” To avoid these types of mistakes, mistakes will, of course, vary based on the learners of English are encouraged to make students’ level of proficiency. If the learners an extra effort to learn collocations (McCar­ are less proficient, then they should be given thy and O’Dell 2005). Thus, it is important an easier text, with the types of collocation to point out that learner dictionaries note errors that they are likely to make. the most frequently used word combinations by highlighting them in example sentences, Dictionary feature 4: Authentic examples bolding them under or within word entries, For EFL learners another advantage of or listing them in special collocation boxes so learner dictionaries over their general-use they are easy to see. Teachers should remind counterparts is the abundance of example learners repeatedly to keep an eye on colloca­ sentences. In addition to definitions, learner tions when they look up word entries (Lewis dictionaries include “authentic examples to 2000). The following activities help students illustrate the use of words in context” (Cox­ notice collocations in learner dictionaries. head and Byrd 2007, 138). The context provided in these example sentences serves as Teacher application another useful tool for learning new words. To bring collocations to the conscious One online learner dictionary, for example, attention of students, the teacher asks stu­ provides definitions for the entry discriminate dents to look up two or three nouns (e.g., and uses sentences to explain how “discrimi­ appointment, pain, and language) in one of the nate between” is different from “discriminate recommended learner dictionaries and find against” (Zimmerman 2009). As second lan­ collocations for them. Because these words guage vocabulary research indicates, in order are all nouns, the students are asked to find to acquire a word in a second language, a adjectives or verbs that go with them (e.g., learner needs to encounter that particular

E n g l i s h T E a c h i n g F o r u m | N u m b e r 4 2 0 1 2 13 word a number of times, preferably in various Teacher application contexts (Nation 2001). There is no magic The topical vocabulary dictionary feature number of encounters (Schmitt 2000), but is a particularly effective tool to activate learn­ reading examples with the word in context ers’ background knowledge. Before starting a in an online learner dictionary helps students new unit, the teacher directs the students to fully acquire that word. The dictionaries listed discover words or phrases relevant to the new in Table 1 have from two to 16 example sen­ topic. Depending on the nature of the main tences in their first entry meaning for the topic, the teacher gives learners a few key verb see. The first entry meaning for the words (e.g., psychology, college, and politics) and word appointment contains from one to seven asks them to explore the dictionaries by using example sentences. the Topic Areas of CLD and CALD, the Topic Dictionary of LDCE, the Thesaurus of MD, or Teacher application the Usage Note feature of OALD to create their While general-use dictionaries provide own “anticipated” vocabulary list. The students learners with a few example sentences or are reminded that the list should contain words phrases using the target word in a sentence, related to the main topic of the unit (e.g., in the the corpus-based learner dictionaries often CLD Education topic, words include board­ contain several example sentences and phrases ing school, prep school, high school, and co-ed). for each target word. To help students realize This allows students to activate their prior this important distinction between general- knowledge regarding topical words or phrases. use and learner dictionaries, teachers can In addition, they will have an opportunity to divide the learners into groups. The students interact with their teachers and learn the mean­ in each group choose one of the learner dic­ ing of any new words they encounter. tionaries in order to see the usage of a target word in example sentences. Later, the students Conclusion share the example sentences they encountered Early vocabulary researchers (e.g., Nation with students in other groups. After this 2001; Nesi 1999) predicted that CD-ROM activity, the teacher encourages the students and online dictionaries would be very useful to produce sentences containing a word or for English learners. After less than a decade, phrase that they have learned and provides innovations in lexicography and technology, them with feedback on proper word/phrase creative work on corpus linguistics, and con­ usage or correct collocations. The important sistent second language vocabulary research goals of the activity are to let students know have enabled learners of English to access that there are useful example sentences con­ these dictionaries via CD-ROM, online sites, taining target words/phrases and to encourage and mobile communication devices. These students to notice how the target word is used technologies continue to be “a preferred alter­ in various contexts. native to the ‘fat’ dictionary in print” (Nesi 1999, 65). Because technology is advanc­ Dictionary feature 5: Topical vocabulary ing rapidly, particularly through innovations Another useful element corpus-based driven by the Internet, these online tools can learner dictionaries offer for vocabulary learn­ be expected to be in constant flux. In fact, ing is the way they present topical vocabulary this swift progress has influenced this article. by indicating how the words relate semanti­ When I was doing research in November cally to different categories. For example, 2009, neither CLD nor CALD had audio in the LDCE, students can see that the features available, but, by the time I had sub­ word vocabulary belongs to the two topical mitted the article for review, they had added groups “Linguistics” and “Language.” Other audio pronunciations of the words. Similarly, dictionaries provide synonyms and semantic MD has recently incorporated a section called webs to indicate different word usages and to “Get It Right!” that offers suggestions to help illustrate how a single word relates to different learners avoid word-use mistakes and improve concepts. By using the topical feature of these their lexical accuracy. Based on my experi­ dictionaries, learners can find a specific word ence, these online resources can be expected used in a general or specialized context. to periodically update, expand, and improve

14 2 0 1 2 N u m b e r 4 | E n g l i s h T E a c h i n g F o r u m their features for language learners. Therefore, Nesi, H., and R. Haill. 2002. A study of diction­ dictionary users should watch for new fea­ ary use by international students at a British tures because these dictionaries do not always university. International Journal of Lexicography announce changes or additions. 15 (4): 277–305. Some teachers of English might often Reppen, R. 2010. Using corpora in the language refer their students to general-use dictionaries classroom. Cambridge: Cambridge Language that are designed for native speakers of Eng­ Education. lish, not being informed that nowadays most Rizo-Rodríguez, A. 2004. Current lexicographical learner dictionaries are learner-centered, cor- tools in EFL: Monolingual resources for the pus-based, and informed by second language advanced learner. Language Teaching 37 (1): research and pedagogy. This article presents 29–46. several suggestions to language teachers in ——. 2008. Review of five English language learn­ terms of what features the learner dictionaries ers’ dictionaries on CD-ROM. Language Learn­ offer and how these features can be introduced ing and Technology 12 (1): 23–42. to help learners become “expert” dictionary Schmitt, N. 2000. Vocabulary in language teaching. users. The practical suggestions will hope­ New York: Cambridge University Press. fully add variety to the teachers’ syllabi and Zimmerman, C. B. 2009. Word knowledge: A raise learners’ awareness about the features vocabulary teacher’s handbook. Oxford: Oxford of online learner dictionaries that can make University Press. their word learning convenient, strategic, and learner-oriented. UlUgbek NUrmUkhamedov is originally from Tashkent, Uzbekistan. He is currently References pursuing his doctoral degree in the English Church, K. 2008. Approximate lexicography and Department at Northern Arizona University web search. International Journal of Lexicography (USA). His research interests include 21 (3): 325–36. second language vocabulary, corpus-based Coxhead, A. 2006. Essentials of teaching academic vocabulary analysis, and computer-assisted vocabulary. Boston: Houghton Mifflin. language learning. Coxhead, A., and P. Byrd. 2007. Preparing writing teachers to teach the vocabulary and grammar of academic prose. Journal of Second Language Writing 16 (3): 129–47. Editorial Board. 2009. An interview with Dr. Eli Hinkel. Working Papers in TESOL and Applied Linguistics 9 (1). http://journals.tc-library.org/ index.php/tesol/article/view/470 Laufer, B. 2011. The contribution of dictionary use Answers to The LighTer Side to the production and retention of collocations Listen Up!

in a second language. International Journal of

ambled idiom: “I’m all ears.” ears.” all “I’m idiom: ambled Lexicography 24 (1): 29–49. Unscr

Lewis, M., ed. 2000. Teaching collocation: Further

great (r) (r) great 9.

developments in the lexical approach. Hove, UK:

height (i) (i) height 8. Language Teaching Publications.

McCarthy, M., and F. O’Dell. 2005. English col­ mow (m) (m) mow 7.

locations in use—Intermediate: How words work

laid (l) (l) laid 6.

together for fluent and natural English. Cam­

goose (s) (s) goose 5. bridge: Cambridge University Press.

Nation, I. S. P. 2001. Learning vocabulary in

far (a) (a) far 4.

another language. Cambridge: Cambridge Uni­

beard (a) (a) beard 3. versity Press.

Nesi, H. 1999. A user’s guide to electronic diction­ soul (l) (l) soul 2.

aries for language learners. International Journal

bread (e) (e) bread 1. of Lexicography 12 (1): 55–66.

E n g l i s h T E a c h i n g F o r u m | N u m b e r 4 2 0 1 2 15