The effect of Monolingual, bilingual, and bilingualized dictionaries on vocabulary comprehension and production

This study was to investigate the effect of monolingual, bilingual, and bilingualized dictionaries on vocabulary comprehension and production of Iranian EFL learners of English at different proficiency levels. A total number of 270 students at Tabriz Azad University (nine groups of 30 members each) participated in the study. Three groups were elementary, three intermediate, and three advanced level learners. At each level of proficiency, all the three groups were taught the same words, but each group used a different kind of dictionary. At the end of the experimental period, all three groups (at each level) received two posttests, a multiple-choice test and a fill-in-the-blank test. Six independent one-way 'Analysis of Variance' (ANOVA) procedures were run to compare the means of the groups on receptive and productive vocabulary tests. Results indicated that different types of dictionaries are appropriate for vocabulary comprehension and production of learners at different levels of proficiency.

Monolingual, bilingual, bilingualized dictionaries , vocabulary comprehension , production