1.1Description of the Teaching Situation
Over the course of the past two decades, electronic products have boomed inChina, particularly in big cities. Various electronic products such as electronicdictionaries which aid learning gain big stages among Chinese students. With moreand more people learning English, especially nowadays, as more and more family areliving in a well-off life, buying electric dictionary to help children English learningbecomes very popular in cities.Electronic dictionary serves as a double-edged sword. To teachers, it may distractstudents learning with its various entertainment designs. To English learners, it ismore convenient and efficient in mastering new words. When the disadvantageoutweighs the advantage, many schools forbid students to use electronic dictionary.However, school rules can supervise students in class, but barely the after class.As technology continue to develop, electronic dictionary will be much moresuitable to aid language learning. It is wise to explore effective ways to use electronicdictionary for English learners before it’s too late. In addition, as in most situations,teachers only forbid students to use, but seldom guide them how to use. It is believedthat when being used in a correct way, it can facilitate English learning. And a lack ofproper guidance on using electronic dictionary could block effective and efficientlearning. Therefore, it is urgent to find out effective way to use electronic dictionaryto aid language learning.
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1.2 Problem Identification
Dictionary, as an aiding tool, is indispensable for language learners. However,under most circumstances, teachers only pay attention to which to use, but not how touse dictionary effectively considering senior high school English learners. As a matterof fact, the English teachers’ pReference on paper-based dictionary strongly influencedthe dictionary use of students. Electronic dictionary is not so popular among Englishteachers. It is assumed that all the objections to use electronic dictionary lies in theinefficiency it brought to language learners.This phenomenon is highly attractive. Teachers prohibit students from usingelectronic dictionary, but who cares students’ opinions? If students are deprived ofusing this tool, how could every talk about the idea of learner autonomy?Therefore, this research focuses on how students view and use electronicdictionary and how teachers perform the role of guidance in the using of electronicdictionary.This paper will focus on the four research questions:1. How do students in senior high school think about using electronic dictionary?2. What are the students’ habits of using electronic dictionary?3. How do students integrate dictionary-using and reading strategies?4. What can teachers do to help students in senior high school to use electronicdictionary more autonomously and effectively?By focusing on the above questions, this paper aims to find out an effective wayto use electronic dictionary to aid language learning.
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2. Literature Review
2.1 Learning Strategies
Language learning strategies have generated a great deal of disputes over theyears since 1975 when Rubin and Stern first introduced the concept to the SecondLanguage Learning, followed closely by Naiman et ，英语毕业论文，英语论文题目
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