Abstract
Japanese learners encounter more unfamiliar words, as the level of Japanese classes rises. In response to the inflation of unknown vocabulary, learners decide whether to use a dictionary or not. Previous studies on reading comprehension rarely examined learners' dictionary use. This study focuses on how participants determine to use dictionary while reading. The study observed participants' dictionary use pattern and conducted an interview to ascertain their dictionary use strategy. The study finds that the dictionary use varies according to learners. Furthermore, the results indicate that several factors (learning style, interest, and valuing speed-reading) may have affected the participants' dictionary use.
