A Corpus for Spoken EFL Lexicon:learner-based definition vs. dictionary-based definition

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Reading a target language dictionary definition in a printed dictionary is one common way of learning a new word in foreign language. Digital dictionaries enable a learner not only to read the definition of a word but also to listen to its pronunciation, although digital dictionaries provide no definitions recorded in spoken sounds as yet. The definitions of words in dictionaries, however, may be too difficult for many learners to understand in speech. To modify the definitions so that the learners could understand them with ease in a listening context, the authors conducted word association research, obtaining associated words from EFL learners that could be cues for other EFL learners to accurately approximate the meaning of a new word. We will explore the effect of these cues on the learners' listening comprehension. Word-association cues vs. dictionary-based cues were presented to subjects in both listening and reading comprehension tests. The results showed that there was no significant difference between the mean scores of dictionary-based definitions and learner-based definitions in the reading test and that there was a significant difference between the mean scores of dictionary-based definitions and learner-based definitions in the listening test. It was concluded that word-association explanations described with words of cues obtained from student-based word association tasks resulted in better comprehension than dictionary-based definitions for EFL learners in listening tasks.　
山形大学の論文
2002-02-15

A Corpus for Spoken EFL Lexicon:learner-based definition vs. dictionary-based definition

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