Abstract: The dictionary is considered to be among the most useful learning tools for second and foreign language learners. Most learners of French as a Foreign Language (FFL) in secondary schools in Nigeria have a copy of a bilingual dictionary. However, it has been observed that although students possess dictionaries, they lack basic skills in the effective ways of using them to enhance their language development. Despite this situation, the Nigerian Federal Ministry of Education’s French language curriculum makes no reference to teaching or learning dictionary use and/or skills at the secondary school level. Relatively few attempts have been made by teachers to systematically incorporate such content in the instructional process. It is, therefore, believed that the use of dictionary skills should be integrated into the language curriculum and be taught in all Nigerian secondary schools. In such a situation, the teacher’s role is paramount in guiding and facilitating the skill and/or acquisition process. This paper reports the progress of a research project that aims to assist students in acquiring productive dictionary consulting strategies. Specific dictionary use activities have been designed and carried out among 39 students in a Nigerian secondary school, showing the pre-training assessment and post-training development, all revealing students’ efficacy in using both monolingual English dictionaries and bilingual English-French/French-English dictionaries.
Keywords: Bilingual/Monolingual Dictionaries, Dictionary Use, Language Assessment, Language Teaching, Foreign Language, French
DOI: www.doi.org/10.36349/tjllc.2025.v04i01.008
author/Bello Shehu Abdullahi
journal/Tasambo JLLC 4(1) | May 2025 |
