Canadian Social Science
Media Converged Dictionary in Foreign Language Teaching: Evolution, Multi-modal Database Construction and Contextualized & Explicit Instruction
Abstract
Assisting instruction is the core purpose of dictionary compilation. The emergence of convergent dictionaries offers a new path for innovation in foreign language teaching. This article systematically examines the four-stage development of dictionary-assisted language teaching, deeply analyzing the structural characteristics, teaching functions, and user management mechanisms of multimodal dictionary databases. It focuses on the practical model of multimodal literacy instruction based on dictionary databases and reveals the threshold effect and optimization strategies in multimodal instruction. Research shows that convergent dictionaries, through multimodal integration, transcend the limitations of traditional dictionaries. Their databases can be deeply integrated into the entire teaching process (before, during, and after class). Multimodal literacy instruction, based on contextualized practice and explicit guidance, can effectively enhance learners' language proficiency and cultural literacy. At the same time, multimodal instruction must adhere to the principle of “less but better,”balancing information input and cognitive load, and maximizing teaching efficiency through personalized adaptation.
Keywords
Full Text:
PDFReferences
Atkins, B. T. S. (Ed.). (1998). Using dictionaries: Studies of dictionary use by language learners and translators(Reprint 2014). Max Niemeyer Verlag. https://doi.org/10.1515/9783110929997
Barnhart, C. L. (1962). Problems in editing commercial monolingual dictionaries. In F. W. Householder & S. Saporta (Eds.), Problems in lexicography(pp.161-181). Indiana University.
Baxter, J. (1980). The dictionary and vocabulary behavior: A single word or a handful? TESOL Quarterly, 14(3), 325-336. https://doi.org/10.2307/3586597
Collins. (1987). Collins COBUILD English dictionary. HarperCollins.
Hartmann, R. R. K. (1989). Sociology of the dictionary user: Hypotheses and empirical studies. In F. J. Hausmann, O. Reichmann, H. E. Wiegand, & L. Zgusta (Eds.), Wörterbücher Dictionaries Dictionnaires: An international encyclopedia of lexicography(Vol. 1, pp. 102-111). Walter de Gruyter. https://doi.org/10.1515/9783110124217.1.5.102
Harvey, K., & Yuill, D. (1997). A study of the use of a monolingual pedagogical dictionary by learners of English engaged in writing. Applied Linguistics, 18(3), 253-278. https://doi.org/10.1093/applin/18.3.253
He, X. J. (2016). Analysis of the current situation and countermeasures of college English reading teaching. Modern Communication, (7), 2.
Hou, L. M., Luo, L. L., & Wu, H. Y. (2021). Correlation analysis between kindergarten learning environment quality and child development outcomes and its threshold effect. Studies in Early Childhood Education, (1), 29-42.
Hulstijn, J. H., & Trompetter, P. (1998). Incidental learning of second language vocabulary in computer-assisted reading and writing tasks. In D. Albrechtsen, B. Henriksen, I. M. Mees, & E. Poulsen (Eds.), Perspectives on foreign and second language pedagogy(pp.191-200). Aarhus University Press.
Lin, M. J. (2000). On the definition of bilingual dictionaries from the perspective of word semantic relations. Lexicographical Studies, (4), 77.
Lin, M. J. (2007). The necessity and function of providing cultural information in bilingual dictionaries. Foreign Language and Literature, (3), 161.
Longman. (1978). Longman dictionary of contemporary English. Longman.
Ma, Q. S., & Kong, D. L. (2015). An action research on the development of junior high school students’ vocabulary learning strategies with the aid of electronic dictionaries. Journal of the School of Foreign Languages, Shandong Normal University (Basic English Education), 17(3), 13-20.
Mayer, R. E. (2002). Multimedia learning. In Psychology of learning and motivation(Vol. 41, pp. 85-139). Academic Press. https://doi.org/10.1016/S0079-7421(02)80005-6
Nesi, H., & Haill, R. (2002). A study of dictionary use by international students at a British university. International Journal of Lexicography, 15(4), 277-305. https://doi.org/10.1093/ijl/15.4.277
Quirk, R. (1973). The social impact of dictionaries in the U.K. Annals of the New York Academy of Sciences, 211(1), 76-88. https://doi.org/10.1111/j.1749-6632.1973.tb47553.x
Rundell, M. (1999). Dictionary use in production. International Journal of Lexicography, 12(1), 35-53. https://doi.org/10.1093/ijl/12.1.35
Scholfield, P. (1999). Dictionary use in reception. International Journal of Lexicography, 12(1), 13-34. https://doi.org/10.1093/ijl/12.1.13
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. https://doi.org/10.1207/s15516709cog1202_4
Thorndike, E. L. (1921). The teacher’s word book. Teachers College, Columbia University.
Tomaszczyk, J. (1987). FL learners’ communication failure: Implications for pedagogical lexicography. In A. P. Cowie (Ed.), The dictionary and the language learner: Papers from the EURALEX Seminar at the University of Leeds, 1-3 April 1985(pp.136-145). Max Niemeyer Verlag. https://doi.org/10.1515/9783111340500-012
Wan, Y. F. (2023). Construction of a multimodal teaching model for British and American literature based on adapted films. Journal of Higher Education, 9(16), 94-97.
Wei, X. Q. (2010). Teaching strategies for the cognitive development of foreign language vocabulary systems and the intervention of dictionaries. Foreign Languages in China, 7(3), 76-81.
Wei, X. Q., Geng, Y. D., & Wang, D. B. (2010). An overview of the 30-year development (1978-2008) of the compilation and publication of foreign language dictionaries in China. China Publishing Journal, (9), 34-38.
West, M. P., & Endicott, J. G. (1955). The new method English dictionary. Longmans, Green and Co.
Wu, G. Q., & Zhao, L. L. (2014). An exploration of a multimodal teaching model for linguistics based on a multimedia environment. Teaching Research, (6), 5.
Wu, L. J. (2022). Research on multimodal teaching behaviors in foreign language video live streaming classrooms and its implications. Modern Educational Technology, 32(10), 53-60.
Yang, N. (2018). Autonomous development of foreign language metaphorical competence and the intervention of learners’ dictionaries: Paths and methods. Foreign Languages Research, (5), 40-45.
Zhang, X. M., & Liu, P. (2019). New developments in English learner’s dictionary compilation and its implications for foreign language vocabulary teaching in China. Journal of Beihua University (Social Sciences), 20(5), 11.
Zhang, Y. H. (2002). Interpretation of grammatical and discourse information in foreign language teaching dictionaries. Journal of China Three Gorges University (Humanities & Social Sciences), (6), 64-68.
Zhang, Y. H. (2015). Second language acquisition and learner’s dictionary research. The Commercial Press.
Zhou, G. H. (2014). Cultivation of metaphorical competence in English teaching and the intervention of dictionaries. Journal of Yangtze University (Social Sciences Edition), (9), 97-99.
DOI: http://dx.doi.org/10.3968/13890
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Canadian Social Science
This work is licensed under a Creative Commons Attribution 4.0 International License.
Reminder
- How to do online submission to another Journal?
- If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:
Submission Guidelines for Canadian Social Science
We are currently accepting submissions via email only. The registration and online submission functions have been disabled.
Please send your manuscripts to css@cscanada.net，or css@cscanada.org for consideration. We look forward to receiving your work.
Articles published in Canadian Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).
Canadian Social Science Editorial Office
Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada.
Telephone: 1-514-558 6138
Website: Http://www.cscanada.net; Http://www.cscanada.org
E-mail:caooc@hotmail.com; office@cscanada.net
Copyright © Canadian Academy of Oriental and Occidental Culture 
