Using dictionaries has been seen as an important aspect of L2 learning at all levels of L2 proficiency. Yet, in many cases dictionary use seems a considerably neglected part of L2 teaching. There is no doubt, however, that L2 learners should be encouraged to use dictionaries independently and autonomously, as they will be unable to rely on language teachers or other proficient L2 speakers to assist them throughout their whole lives. Using Dörnyei’s (2005) L2 Motivational Self System (L2MSS) framework, this quantitative study (N=925) investigates the interrelationship between L2 learning motivation, willingness to pay for dictionaries, reading dictionaries’ usage guides and willingness to use dictionaries. The accumulated data were analysed through structural equation modelling (SEM). Even though not necessarily generalisable to other contexts, the results show that EFL learning motivation has an impact on willingness to buy dictionaries and willingness to use dictionaries. Our data reveal that in the L2MSS, two components (motivated language learning behaviour and the ideal L2 self) have an impact on attitudes to dictionary use.

中文翻译：

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英语学习动机与词典使用之间的相互关系


使用词典已被视为各级 L2 熟练程度的 L2 学习的一个重要方面。然而，在许多情况下，词典的使用似乎是第二语言教学中相当被忽视的一部分。然而，毫无疑问，应该鼓励二语学习者独立、自主地使用词典，因为他们将无法终生依赖语言老师或其他熟练的二语使用者来帮助他们。这项定量研究（N=925）使用 Dörnyei（2005）的 L2 动机自我系统（L2MSS）框架，调查了 L2 学习动机、购买词典的意愿、阅读词典使用指南和使用词典的意愿之间的相互关系。通过结构方程模型（SEM）分析积累的数据。尽管不一定能推广到其他情况，但结果表明英语学习动机对购买词典和使用词典的意愿有影响。我们的数据表明，在 L2MSS 中，两个组成部分（动机性语言学习行为和理想的 L2 自我）对字典使用的态度有影响。