研究期間：10108~10207;Dictionary is an important tool of assisting reading and vocabulary acquisition. Because of its convenience in accessing the information, the programmed-installed technological-advanced pop-up computer-based dictionary has slowly gained its prevalence by replacing the conventional book dictionary and became the most important assisted-tool in modern world digitalized reading. However, previous results on the effects of dictionary (e.g., pop-up and other types of dictionary) varied greatly and exactly how individual language ability maybe have attribute to the controversial data is still being debated and inclusive. Also, few studies had investigated the cognitive process and cognitive loading during dictionary (includes pop-up dictionary) usage and even fewer studies had aimed to design and develop dictionary functions that promote effective learning strategy based on the empirical data. Therefore, the need to make the pop-up dictionary not only a convenient tool but also an effective tool has a significant immediacy requirement due to its increasing prevalence and broad future application on many digitized reading media. This proposed grant will be based on the cognitive load theory to investigate how college students use various types of dictionaries in assisting their second language (English) readings. Using eye tracking as the tool for measuring the reading process and cognitive loads, we plan to examine how the underlying cognitive process influences learning and to provide potential explanations as to the previous controversial dictionary results. In this three year project, eight experiments were proposed to look at the following issues: How do different types of dictionaries influence students’ cognitive process, cognitive loads, and learning performance? Whether the cognitive process, loads and performance will vary on individuals with different language abilities (high and low) while using various types of dictionary. Will there be an interaction between individual differences and dictionary types and that certain people learn better with a particular type of dictionary? For the high achievement users, what are the good reading behaviors or strategies used that leads to better performance? Based on the empirical data collected from answering the above questions along with the application of the cognitive load theory, we will design and develop dictionary functions that promote certain strategies and learning. Experiments will be run to test and verify the effect these functions and strategies. The results of this proposal have great significance in both theoretical perspectives and empirical advancement as well as have a great contribution in its application value and pedagogical advice provided.