English philology department hamroeva Shahnoza Muxriddin Qizi

Aim of the Study

The study aimed to establish the primacy of dictionary-based language teaching and learning, among English second language learners in Uzbekistan.

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   Significance of the Study
   

This study aims to raise awareness among policy makers, education administrators, teachers, students and other stakeholders; benefits from the implementation of a dictionary-based language guide in English, which is globally recognized and is the official and commuting language in Uzbekistan and other countries around the world.

It will also serve as a springboard for teachers to act, in using dictionary-based instructions, to know its usefulness in language teaching; rather than waiting for it to be incorporated into education policy.
Students will appreciate the benefits of dictionary-based language learning and will be motivated to practice it in their individual studies and will also encourage their teachers to use dictionaries in their teaching. teach in class.


Methodology

Research through quantitative survey, using well-designed and appropriate questionnaires as well as personal interviews, to understand the learning situation at selected schools, related to the use of dictionaries in the classroom teaching and learning English as a second language in Uzbekistan. The sampling included both private and public schools in Enugu municipality, using random selection criteria to ensure consistency of teaching methods for future planning and implementation.

The use of dictionaries as a learning resource for language learners to deal with vocabulary acquisition and other related language tasks has caused much controversy and research. While most scholars agree on the use of dictionaries in language-based learning and instruction (Wolter, 2015; Landau, 2001; Bilash, Gregoret, & Lowen, 1999; Nation, 2001; Poole & Woods , 2009); Other researchers are apprehensive about the use of dictionaries in language teaching and learning.
Bilash, William, Gregory and Lowen (1999: 4) believe that "Dictionaries are life-long learning tools, which we rely on to restore second language skills and improve our native vocabulary."
Wolter (2015) acknowledges the reticence of some researchers, who prefer students to use guessing strategies rather than dictionaries as a learning resource, and acknowledges the usefulness of dictionaries in different settings. the following words: "...while guessing from context and other words can be effective, using a dictionary can be a useful way to understand the text and learn more about unknown words". known for providing students with not only the meaning of a word or phrase but also the possible meaning of a word in different contexts, the correct pronunciation and spelling of the word, and useful information Others can facilitate the learning of these language skills, such as reading and writing in the target language. More importantly, ESL students use bilingual dictionaries to gain the ability to translate words from L1 to L2, giving them the opportunity to build on existing knowledge in their native language and link their connections between languages ​​in the learning process. This is difficult to achieve when using guessing as a learning aid in the ESL classroom. According to Nation (2001), word knowledge includes knowledge of all possible meanings of a word, as well as meaning, spelling, pronunciation, parts of speech, frequency , usage and phrases that the dictionary provides during the learning process. . Therefore, a dictionary is a better aid for learning, as it solves many of the tasks faced by language learners. Similarly, Poole and Woods (2009: 3) emphasize the role of dictionaries in language learning as follows:
“The long-term goal of teaching and using dictionaries is to make students independent of the teacher and the dictionary. When students engage in fluency work (i.e. [sic] conversation or reading), continued use of dictionaries disrupts the natural flow of communication. Therefore, dictionaries should only be used as a resource to support learning; It is not a learning tool in itself.
Some researchers don't see much potential in using dictionaries as a learning resource for students, unlike the guessing strategy they suggest to save time and reduce distractions.
For example, Politzer and McGroarty (1985: 7) believe that "seeking all the unknown words before attempting to read the text is negative behaviour". Carnine, Kameenui, and Coyle (1984) say that unlike the use of a dictionary or glossary, a guessing strategy does not interrupt the reading process. Hosenfeld (1984) developed a set of techniques to train learners to guess and recommends using dictionaries as a last resort. Bilash, William, Gregoret and Loewen (1999: 4), although advocates of the use of dictionaries, have reservations about dictionaries: "...the use of dictionaries sometimes allows birth students use this [sic] that they don't use". blindly or misinformed.

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