Efficacy of Explicit Teaching of Lexicographical Skills: The Case of Sudanese English Majors

A substantial body of research has revealed that EFL students conceive of a monolingual dictionary primarily as arepository of definitions to the almost utter neglect of the other entry components. Since existing lexicographicalSudanese literature has uncovered an even more subsidiary role for monolingual dictionaries, further investigationswere needed to verify whether knowledge and skills to tap the inexhaustible resources of the dictionary can beenhanced through direct teaching regiments. Hence, the aim of the current study is to empirically gauge the efficacyof integrating these reference skills within a conventional Enhancement Course. A dictionary pre-test wasadministered to two homogeneous groups attending a Study Skills Course at The University of Khartoum, Sudan. Theperformance was measured against a slightly modified version of the test following a tailor-made structured modulepresented to the experimental group. The results of both groups in the pre-test were unsatisfactory and generallycongruent with the findings of the original study. Yet, statistically significant differences were registered in theperformance of the experimental group regarding overall and individual entry components. In view of the importanceand increasing sophistication of monolingual dictionaries, this study is yet one more proof of the pedagogicalusefulness of equipping students with dictionary training as part of their syllabuses. Thus, entry composites such asdefinitions, phonetic and grammatical information, and diatonic and diaphasic labels shall constitute an integral partof teaching strategies in the phonology, syntax, semantic, and sociolinguistic domains.

کلیدواژه ها:

monolingual dictionary ، reference skills ، entry ، explicit training