词典使用与英语词汇学习：中国英语专业学生使用双解词典之实证研究

　　《词典使用与英语词汇学习：中国英语专业学生使用双解词典之实证研究》仍从词典用户的视角出发，结合英语词汇学习，对前人极少涉及的双解学习词典的使用情况进行了系统的深入的实证研究，这对国内英语词汇教学、词典使用教学和词典编纂实践具有重要的指导意义。作者对学习词典使用、学习词典用户和词典用户教育等方面的探讨之所以显得可贵，是因为这些方面均为传统辞书理论研究的薄弱点和空白点，需要大家进行深入的研究。因此，《词典使用与英语词汇学习：中国英语专业学生使用双解词典之实证研究》提供的这些方面的研究成果可供大家借鉴，可以作为引玉之砖。此外，《词典使用与英语词汇学习：中国英语专业学生使用双解词典之实证研究》附录内容也十分有价值，例如调查问卷样本、词汇水平测试样卷、词典类型与词汇习得样卷、词典查阅与词汇练习样卷等。

暂缺《词典使用与英语词汇学习：中国英语专业学生使用双解词典之实证研究》作者简介

Chapter 1
Introduction
1.1 Rationale Behind BLDs
1.2 Motivations for the Research
1.2. 1 The Popularity of BLDs with Tertiary-Level Chinese EFLStudents
1.2.2 The Research Gap in Empirical BLD Studies in MainlandChina
1.2. 3 The Rise of Electronic Dictionaries
1.3 Role of Dictionary Use in L2 Vocabulary Learning
1.3. 1 Dictionary Use as a Strategy of L2 Vocabulary Learning
1.3.2 The Dictionary and L2 Vocabulary Learning
1.3.3 Dictionary Use: Intentional or Incidental Learning
1.4 Aims of the Research
1.5 Organization of This Book
Chapter 2
An Overview of Bilingualized Dictionaries
2. 1 BLDs: Past and Present
2. 1.1 Bilinguaiization as a Genre
2. 1.2 BLDs in China
2. 2 BLDs: Dictionary Typology
2. 2. 1 James' Typology of BLDs
2. 2. 2 Marello' s Categorization of BLDs Intended forLearners
2. 2. 3 Some Tentative Approaches to Classifying BLDs
2. 3 BLDs: Dictionary Criticism
2. 3. 1 Perceived Strengths and Weaknesses of BLDs
2. 3.2 BLDs and Pedagogical Lexicography
2.4 BLDs: Dictionary Use
2.4. 1 Perceptions of BLDs and Patterns of Use
2.4. 2 Dictionary Effectiveness: BLDs vs. Other Types ofDictionaries
2. 4. 3 Language-Oriented Lookup Behavior in CALL Context
2.5 Summary
Chapter 3
A Literature Review of Dictionary Use and Vocabulary Learning
3.1 Dictionary Use Research: A Brief Survey
3.2 Vocabulary learning: Incidental vs. Intentional
3.2. 1 Distinction Between Incidental Learning and IntentionalLearning
3.2. 2 Incidental Learning and Intentional Learning as TechnicalTerms
3.3 Dictionary Use in Vocabulary Learning
3.3. 1 Is Dictionary Useful at all for Vocabulary Learning?
3.3.2 Which Type of Dictionary Is More Effective for VocabularyLearn-
3.4 Methodological Issues in Dictionary Use Studies
3.4. 1 Background-Oriented Methods
3.4. 2 Process-Oriented Methods
3.4. 3 Result-Oriented Methods
3.5 Summary
Chapter 4
A Survey of BLD Use in EFL Learning Context
4. 1 Research Questions
4. 2 Design Issues
4. 3 Participants
4. 4 Procedure
4. 5 Results and Findings
4. 5. l General Information
4.5.2 Use of BLDs
4. 5. 3 Perceptions and Evaluations of BLDs
4. 5.4 Needs of BLD Users
4.6 Interpretation and Discussion
4.7 Summary
Chapter 5
BLD Use and Vocabulary Learning in Reading Context
5.1 Research Hypotheses
5.2 Design Issues
5.2. 1 Selection of the Reading Material and Target LexicalItems
5.2. 2 Design of the Reading Task
5.2. 3 Design of the Vocabulary Retention Tests
5.2.4 Selection of the BLDs and Solution to the Problem ofDictionary
Underuse
5.2. 5 Selection of the Vocabulary Levels Test
5.3 Participants
5.4 Testing and Scoring Procedures
5.5 Results and Findings
5.5.1 Vocabulary Comprehension
5.5.2 Vocabulary Retention
5.5.3 Vocabulary Levels and Reading Conditions
5.6 Interpretation and Discussion
5.6. 1 BLD use vs. Contextual Guessing
5.6. 2 BLD Use and Incidental Vocabulary Acquisition
5.6. 3 Comparison Between BLDs in Paper and Electronic Form
5.6. 4 The Effects of Vocabulary Levels and Reading Conditions ondental Vocabulary Acquisition
5.7 Summary
Chapter 6
BLD Use and Vocabulary Learning in Sentence Context
6. 1 Research Hypotheses
6. 2 Design Issues
6. 2. 1 Design of the Vocabulary Tasks
6.2.2 Selection of the Target Lexical Items
6. 2. 3 Design of the Retention Tests
6. 2. 4 Selection of the Dictionaries
6. 3 Participants
6.4 Testing and Scoring Procedures
6.5 Results and Findings
6.5.1 Vocabulary Comprehension and Production
6. 5.2 Vocabulary Retention
6. 5.3 Vocabulary Levels and Dictionary Types
6. 6 Interpretation and Discussion
6. 6. 1 BLD Use and Task Completion
6. 6. 2 Problems with BLD Use During Task Completion
6. 6. 3 BLD Use and Incidental Vocabulary Acquisition
6. 6.4 The Effects of Vocabulary Levels and Dictionary Types onInci-
dental Vocabulary Acquisition
6.7 Summary
Chapter 7
BLD Lookup Behavior and Vocabulary Learning in CAI,I, Context
7. 1 Research Hypotheses
7.2 Design Issues
7.2. 1 A specially designed CALL Program
7.2. 2 Design of Reading Task
7.2. 3 Design of Vocabulary Retention Test
7.2.4 A Pilot Test
7.3 Participants
7.4 Testing and Scoring Procedures
7.5 Results and Findings
7.5. 1 Selections of Three Language Options
7.5.2 Lookup Patterns for Individual Target Words and WordRetention
7.5.3 Frequency of Dictionary Lookups and Word Retention
7.5.4 VLT Scores, Click Behavior and Vocabulary LearningOutcomes
7.6 Interpretation and Discussion
7.6. 1 Overall Language Preference of BLD Users
7.6. 2 BLD Lookup Behavior and Incidental VocabularyAcquisition
7.6. 3 Vocabulary Proficiency, BLD Use and VocabularyLearning
7.7 Summary
Chapter 8
Conclusion
8. 1 Major Findings of the Research
8.1.1 General Dictionary Use, BLD Evaluation and BLD Users'Needs
8.1.2 Comparisons Between PBLDs and EBLDs
8.1.3 BLD Use and Vocabulary Task Completion
8.1.4 BLD Use and Incidental Vocabulary Acquisition
8. 1.5 BLD Use and Users' Vocabulary Proficiency Levels
8. 1.6 BLD Lookup Behavior and Vocabulary Learning
8.2 Implications of the Research
8.2. 1 Implications for EFL Vocabulary Teaching
8. 2. 2 Implications for Dictionary Use Instruction
8.2. 3 Implications for Lexicographic Practices
8.3 Innovations of the Research
8.4 Limitations of the Research
8.5 Suggestions for Future Research
Appendices
References
Acknowledgements