EFL DICTIONARY USERSʹʹ SKILLS AND THEIR READING COMPREHENSION SKILLS: A MUTUAL RELATIONSHIP

It is believed that vocabulary knowledge is the most important component of second language reading comprehension and reading is an activity during which a language learner may most frequently utilize a dictionary. In order to elicit studentsʹ bilingual dictionary use problems and their reading comprehension problems, their course books were collected by the researcher and every single note in the reading sections of the books were analyzed. The studentsʹ bilingual lists prepared for the exams as well as their translation exercises together with the Persian meanings written for each unit glossaries were also examined. Further source of data was derived from the studentsʹ questions raised in the classroom to solve their dictionary consultation problems and reading comprehension problems. Finally, their oral reading activities in the classroom were also observed. In this regard, a range of inappropriate dictionary use strategies was detected that resulted in the failure in reading comprehension and a range of inappropriate reading strategies which resulted in ineffective dictionary use. The findings of this paper will be of great use to EFL learners, foreign language teachers, and textbook designers. It will also help the learners develop breadth and depth of their vocabulary and ultimately assist readers learn how to read more effectively and efficiently.