【正文】 ies and skillsvery necessarynecessarydispensableunnecessaryJunior students％％％％Senior students％％％0Average%%%%Should English teachers stress the need to purchase and use the dictionary? Table 9 shows that most junior students and senior students regard their teachers should give a brief introduction or necessary information to purchase and use the dictionary (junior students ％。 senior students ％), while only a few students think it is dispensable and unnecessary for teacher to do that (dispensable %, unnecessary %) . This figure (% and % on average between junior students and senior students) is much higher than Xin Yan and Zhang Wulian’s figures of the investigation on the Use of English Dictionaries by NonEnglish Major Students Studying English, %.[15] It implies that majority of the students hope teachers could give sufficient guidance and directions to them. 5. DiscussionThrough the survey of some English majors in Huizhou University, we know that the types of the English Dictionary they often use, and what strategies and skills they apply to deal with the problem of listening, reading and word analysis. By the effective figures from the questionnaire, we have got such conclusions: First, Students have recognized that the deficiencies of electronic/online/pc dictionaries, so they are more willing to apply the paperbased dictionary, because they feel that it gives them new and full usages, accurate interpretation, clear definitions, and sufficient example sentences, etc. in addition, a small number of students choose EnglishEnglish dictionary. Second, though most English majors already have the basic knowledge about the paperbased dictionary, they regard their teachers should give a brief introduction or necessary information to purchase and use the dictionary. Third, to deal with the problems in word analysis, they would be likely to stop to guess the meanings of the words or expressions in the context or find out the new words or expressions after reading. Forth, to deal with the problems in listening, most students will imitate the words’ pronunciation, guess and look up in the dictionary later. Fifth, to deal with the problems in word analysis, most students are likely to read all the information of the word entries and jot down the English and Chinese meaning. 6. Conclusion Limitation As a tentative study of the strategies and skills of the dictionary use, this research still needs further study. It has a great number of limitations. First, research participants in the study are 85 in total, all ing from the Huizhou University. Second, limited by time and resources, this questionnaire could not cover all the aspects of problems, so it can not fully reflect the current college students’ using strategies and skills SummaryFrom this survey, teachers should give students a brief introduction or necessary information to purchase and use the dictionary. Most students think their teachers do not give them enough instructions on how to make full use of dictionaries, although they do encourage their students to use dictionaries frequently. If given more guidance, it could have further improved students’ efficiency of using dictionaries. An effective way is that teachers should base on students’ English proficiency to design appropriate exercises so as to help students to bee familiar with the various types of dictionaries. In particular, how to deepen students’ approval towards EnglishEnglish Dictionary, and increase EnglishEnglish dictionary using frequency will be a very meaningful study. References:[1] Wright. Dictionary use in reception International Journal of Lexicography [D]. 1998. 12 (1), 1334[2] 關(guān)麗. 非英語專業(yè)學(xué)習(xí)者詞匯學(xué)習(xí)中詞典的使用一基于大連水產(chǎn)學(xué)院二年級(jí)學(xué)生的調(diào)查[D]. 大連: 大連海事大學(xué)外國語言學(xué)及應(yīng)用語言學(xué), 2005. [3] 陳玉珍. 英語專業(yè)高低年級(jí)學(xué)生詞典使用技能比較研究[J]. 北京第二外國語學(xué)院學(xué)報(bào)(外語版), 2007, (5): 3438[4] 馮靈林. 關(guān)于袖珍電子詞典使用情況的思考—基于一份對非英語專業(yè)大學(xué)生的問卷和訪談[J]. 雙語學(xué)習(xí)高教研究, 2007: 57—59　[5] 袁碩. 非英語專業(yè)大學(xué)生學(xué)習(xí)英語使用英語詞典情況分析及解決策略[J]. 雙語學(xué)習(xí), 2007[6] 梁玉玲, 李蕾. 外語學(xué)習(xí)中詞典使用的策略與技能[J]. 兵團(tuán)教育學(xué)院學(xué)報(bào), 2005, 第15卷(第1期): 4850[7] 王艷華. 論英語學(xué)習(xí)不同階段之詞典使用[J]. 教育理論與實(shí)踐, 2007, 第27卷(第1期): 6364[8] 趙李明. 大學(xué)生英語學(xué)習(xí)詞典使用技能指導(dǎo)[J]. 大學(xué)時(shí)代下半月, 2006[9] 史耕山, 陳國華. 英語專業(yè)學(xué)生英語詞典使用情況調(diào)查[J]. 外語研究, 2007, 第1期[10] 史彬彬, 潘攀. 英語學(xué)習(xí)詞典使用狀況調(diào)查結(jié)果分析[J]. 山西煤炭管理干部學(xué)院學(xué)報(bào), 2005, 第3期[11] 李法敏. 學(xué)習(xí)型英語詞典介紹[J]. 英語自學(xué), 2005 [12] 張錦文. 雙語詞典、單語詞典與外語學(xué)習(xí)[J]. 辭書研究, 2002[13] 潘妮, 陸勇. 民族邊遠(yuǎn)地區(qū)非英語專業(yè)學(xué)生英語學(xué)習(xí)詞典的使用情況調(diào)查[J].高教論壇, 2007[14] 袁輝. 談?wù)勲娮釉~典的特點(diǎn)與使用問題[J]. 徐州教育學(xué)院學(xué)報(bào), 2005, 第20卷(第1期): 142143[15] 辛艷, 張玉蓮, 王芬, 李寧, 范明, 劉恒. 非英語專業(yè)本科生英語詞典使用狀況調(diào)查[J]. 北京農(nóng)學(xué)院學(xué)報(bào), 2007, 第22卷Appendix: Questionnaire on the Strategies and Skills:Using Dictionary in English Study(英語學(xué)習(xí)中詞典使用的策略和技能問卷)本問卷旨在通過對惠州學(xué)院部分英語專業(yè)生在英語學(xué)習(xí)中詞典使用情況中的調(diào)查，分析現(xiàn)狀，提出有效的策略，從而提高大學(xué)英語教學(xué)水平，指導(dǎo)學(xué)生更好、更充分地利用詞典,搞好大學(xué)英語學(xué)習(xí)。以下問題包括了外語學(xué)習(xí)中使用詞典的基本情形，希望您根據(jù)自己的實(shí)際情況如實(shí)回答問題。您的誠實(shí)作答對我們十分重要。謝謝!　——梁兆權(quán).專業(yè)：___________　　　 班級(jí)：___________　　　　姓名：___________1. 在學(xué)習(xí)英語時(shí)最經(jīng)常使用的詞典類型有：_____________ (可多選)A. 英漢雙解詞典B. 英英詞典 D. 電子詞典/個(gè)人電腦詞典/在線詞典2. 市場上學(xué)習(xí)型詞典的“初階”、“中階”和“高階”詞典是指什么？___________ (單選) 3. 你清楚三種英語詞典英漢雙解，英英，英漢雙語詞典的不同功能與作用嗎？___________ (單選)　 4. 你心中理想的英語詞典? _____________ (多選) 5. 在閱讀英語碰到不認(rèn)識(shí)的單詞或暫時(shí)忘記該詞義時(shí)：_____________ (單選)，都不查詞典，實(shí)在猜不出來才查字典，待做完閱讀后，再查會(huì)影響理解的詞6. 在聽英語聽力到不認(rèn)識(shí)的單詞或表達(dá)時(shí)：_____________ (單選), 模仿其發(fā)音進(jìn)行猜詞和查字典, 不如問別人或看現(xiàn)成的記錄來得快　　，立刻查字典尋找最準(zhǔn)確的詞7. 在英語寫作或詞語辨析遇到不清楚的詞義和用法時(shí)：_____________ (單選)、兩個(gè)漢語解釋和例句等用法就把詞典合上了，并記下其英語或漢語義項(xiàng)，并記下其英語和漢語義項(xiàng)8. 遇到問題時(shí)，在電子詞典, 個(gè)人電腦詞典(金山詞霸為代表的),在線詞典(韋氏在線詞典為代表的), 和紙質(zhì)英語詞典都在手邊的情況下，你更愿意求助于哪種詞典? _____________ (單選) 9. 你認(rèn)為英語教師有必要講如何正確選購和使用詞典嗎?(包括紙質(zhì)印劇詞典和電子詞典) _____________ (單選)修改意見：1 改進(jìn)中英文摘要。摘要一般3－5個(gè)詞，是指文中最重要的，常出現(xiàn)的詞。2 文中紅色字體句子有語病，請改進(jìn)。再次檢查全文，改進(jìn)語句表達(dá)，改正語病。怎么仔細(xì)都不為過，每次肯定都會(huì)有發(fā)現(xiàn)。3 正文重行排版，一級(jí)標(biāo)題之間空一格，其它的就不用空格，盡量排美觀。Contents里面，要注意做相應(yīng)的修改。4 5月5交定稿，15號(hào)左右答辯，請做好準(zhǔn)備。