Abstract:

Language learning is known to be a multi-layered activity that implies several traditional studies like vocabulary and grammar learning, but also is impossible without turnIng to cultural patterns. The latter work as mirrors for language use and cannot be neglected while teaching a foreign language.

Vocabulary learning is one of the major challenges foreign language learners face during the process of learning a language [Ghazal, 2007]. Still this could be achieved through instructing learners to apply vocabulary learning strategies as efficiently as possible.

One of the strategies in vocabulary teaching and learning implies the use of dictionary. Traditionally a dictionary is regarded as a reference book “containing the words of a language usually alphabetically arranged, with information on their forms, pronunciatiohs, functions, meanings, etymologies, spellings and idiomatic uses” [Sarigül 1999: 153]. Thus, it provides an important support for students at their early stages of learning and can be a quick reference book, that enables the learner to feel more independent of the teacher and to experience the first success in language learning that will bring aspiration for further achievements.

Nevertheless, a dictionary is not only about consulting and getting to know the meaning of the word and it is the teacher who can transform it into a new and powerful language learning tool and a navigation system that empowers the learners with foreign language and culture skills.

To opt for a brand new way of using a dictionary in class a teacher is to be aware of:
- various types of dictionaries: bilingual/ monolingual.

If the first offers possible translation, the latter speculated on contextual semantics, regards historical and cultural development of the language, gives an overview on etymology, presents examples from literary sources as well as clusters on certain topics.
- the structure of a particular dictionary;
- the set of exercises to engage students in active and productive work;
- which dictionary can prove most efficient while tackling this or that particular challenge.

The last point calls for a more detailed approach. To believe in a dictionary as a unique language learning tool we need to realize which educational targets it hits at one and the same time. First of all, it aids us while working with spelling and punctuation. Another thing is pronunciation activities. What is more, there are writing patterns presents thus creative writing skills are also developed.

Dictionary use proves relevant in exam preparation as it can be used in such types of exercises as Which word?, synonyms / antonyms use, idioms use. Moreover, grammar construction are not neglected as well as word family derivatives.

Dictionaries are obligatory for cultural education as they contain data on etymology, language history, modern language use, various cliches, idioms, patterns and collocations.

To conclude, the benefıts of dictionaries to language learners should not be ignored in language classes. A learner who makes good use of a dictionary will be able to continue learning outside the classroom and this will give him considerable autonomy about the decisions he makes about his own learning. In a teaching / learning situation, therefore, dictionary training should be an integral part of any syllabus.

Keywords:

Teaching foreign language, cross-cultural education, dictionary.