Abstract

In what media (e.g., paper or online) and how do advanced learners of Japanese use bilingual (L1-Japanese/Japanese-L1) and monolingual (Japanese-Japanese) dictionaries? This qualitative study reports on how university students of advanced Japanese classes used different dictionaries to meet their homework needs. The main methodology of the study is a think-aloud protocol (TAP), supplemented with a questionnaire and an L2 proficiency test. Results showed that these students had similar purposes for consulting dictionaries yet used a different combination of media (paper, electronic and online types) and highly individualized search strategies. Moreover, some connections were noted between L2 sub-proficiency levels and efficiency in selecting a dictionary and a search strategy appropriate for a specific purpose.

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