In addition to further reading as a vital arm of referencing, the use of the dictionary in language learning should be emphasized. It cannot be denied that dictionaries do supply facts about a language which may be difficult to find anywhere else ____1____[(a) information (b) words (c) details (d) knowledge] about grammar, usage, status, derivation and so on necessary for comprehension are contained in the dictionary. While context, word analysis and synonym search contribute immensely to the ___2___[(a) forming (b) getting (c) knowing (d) création] of Meaning an efficient use of the dictionary to enrich the experiential conceptual background to create a meaning context cannot be denied. The __3__[ a. Possession b. Fact c. Use d. employment] of both the specialist and general dictionaries should be encouraged as the case may be. Not that some students should jeopardize reading fluency by ___4___[ a. Considering b. Pondering c. Meditating d. Looking up] every word that they do not understand, rather in their bid to read chunks or group of words in a text, lexical items that ___5___[ a. May b. Will c. Can d.Shall ] obstruct meaning may be quickly checked up in the dictionary. Glossing over a word or lexical guessing through context may not be sufficient ___6___[a. Practice b. Exercises c.Notes d. passages] to encourage the use of the dictionary as an aid to reading and a tool for ckecking words used in writing must be built ___7___[ a. On to b. In c. Into d. Unto] the reading text. This skill can easily be transferred to the student's contents areas as well. A barrage of criticisms, like:students' excessive reliance on the dictionary instead of contextual ____8____[ a. Reading b. Meaning c. Deciding d.guessing ], reduction in the speed of reading, time wastage and so on abound against students' use of the dictionary when reading. It may however be argued that ___9___ [a. Asking b. Teaching c. Making d. Allowing] students to guess the meaning of words from contexts and then compare this with the dictionary entry for such words is a discovery ___10___ [a. Proceedure b. Method c. Means d. Strategy] for enlarging the conceptual environment and vision on students on the various interpretations that may be given to a word 

In addition to further reading as a vital arm of referencing, the use of the dictionary in language learning should be emphasized. It cannot be denied that dictionaries do supply facts about a language which may be difficult to find anywhere else ____1____[(a) information (b) words (c) details (d) knowledge] about grammar, usage, status, derivation and so on necessary for comprehension are contained in the dictionary. While context, word analysis and synonym search contribute immensely to the ___2___[(a) forming (b) getting (c) knowing (d) création] of Meaning an efficient use of the dictionary to enrich the experiential conceptual background to create a meaning context cannot be denied. The __3__[ a. Possession b. Fact c. Use d. employment] of both the specialist and general dictionaries should be encouraged as the case may be. Not that some students should jeopardize reading fluency by ___4___[ a. Considering b. Pondering c. Meditating d. Looking up] every word that they do not understand, rather in their bid to read chunks or group of words in a text, lexical items that ___5___[ a. May b. Will c. Can d.Shall ] obstruct meaning may be quickly checked up in the dictionary. Glossing over a word or lexical guessing through context may not be sufficient ___6___ [a. Practice b. Exercises c.Notes d. passages] to encourage the use of the dictionary as an aid to reading and a tool for ckecking words used in writing must be built ___7___[ a. On to b. In c. Into d. Unto] the reading text. This skill can easily be transferred to the student's contents areas as well. A barrage of criticisms, like:students' excessive reliance on the dictionary instead of contextual ____8____[ a. Reading b. Meaning c. Deciding d.guessing ], reduction in the speed of reading, time wastage and so on abound against students' use of the dictionary when reading. It may however be argued that ___9___ [a. Asking b. Teaching c. Making d. Allowing] students to guess the meaning of words from contexts and then compare this with the dictionary entry for such words is a discovery ___10___ [a. Proceedure b. Method c. Means d. Strategy] for enlarging the conceptual environment and vision on students on the various interpretations that may be given to a word 

In addition to further reading as a vital arm of referencing, the use of the dictionary in language learning should be emphasized. It cannot be denied that dictionaries do supply facts about a language which may be difficult to find anywhere else ____1____[(a) information (b) words (c) details (d) knowledge] about grammar, usage, status, derivation and so on necessary for comprehension are contained in the dictionary. While context, word analysis and synonym search contribute immensely to the ___2___[(a) forming (b) getting (c) knowing (d) création] of Meaning an efficient use of the dictionary to enrich the experiential conceptual background to create a meaning context cannot be denied. The __3__[ a. Possession b. Fact c. Use d. employment] of both the specialist and general dictionaries should be encouraged as the case may be. Not that some students should jeopardize reading fluency by ___4___[ a. Considering b. Pondering c. Meditating d. Looking up] every word that they do not understand, rather in their bid to read chunks or group of words in a text, lexical items that ___5___[ a. May b. Will c. Can d.Shall ] obstruct meaning may be quickly checked up in the dictionary. Glossing over a word or lexical guessing through context may not be sufficient [a. Practice b. Exercises c.Notes d. passages] to encourage the use of the dictionary as an aid to reading and a tool for ckecking words used in writing must be built ___7___[ a. On to b. In c. Into d. Unto] the reading text. This skill can easily be transferred to the student's contents areas as well. A barrage of criticisms, like:students' excessive reliance on the dictionary instead of contextual ____8____[ a. Reading b. Meaning c. Deciding d.guessing ], reduction in the speed of reading, time wastage and so on abound against students' use of the dictionary when reading. It may however be argued that ___9___ [a. Asking b. Teaching c. Making d. Allowing] students to guess the meaning of words from contexts and then compare this with the dictionary entry for such words is a discovery ___10___ [a. Proceedure b. Method c. Means d. Strategy] for enlarging the conceptual environment and vision on students on the various interpretations that may be given to a word 

In addition to further reading as a vital arm of referencing, the use of the dictionary in language learning should be emphasized. It cannot be denied that dictionaries do supply facts about a language which may be difficult to find anywhere else ____1____[(a) information (b) words (c) details (d) knowledge] about grammar, usage, status, derivation and so on necessary for comprehension are contained in the dictionary. While context, word analysis and synonym search contribute immensely to the ___2___[(a) forming (b) getting (c) knowing (d) création] of Meaning an efficient use of the dictionary to enrich the experiential conceptual background to create a meaning context cannot be denied. The __3__[ a. Possession b. Fact c. Use d. employment] of both the specialist and general dictionaries should be encouraged as the case may be. Not that some students should jeopardize reading fluency by ___4___[ a. Considering b. Pondering c. Meditating d. Looking up] every word that they do not understand, rather in their bid to read chunks or group of words in a text, lexical items that ___5___[ a. May b. Will c. Can d.Shall ] obstruct meaning may be quickly checked up in the dictionary. Glossing over a word or lexical guessing through context may not be sufficient [a. Practice b. Exercises c.Notes d. passages] to encourage the use of the dictionary as an aid to reading and a tool for ckecking words used in writing must be built ___7___[ a. On to b. In c. Into d. Unto] the reading text. This skill can easily be transferred to the student's contents areas as well. A barrage of criticisms, like:students' excessive reliance on the dictionary instead of contextual ____8____[ a. Reading b. Meaning c. Deciding d.guessing ], reduction in the speed of reading, time wastage and so on abound against students' use of the dictionary when reading. It may however be argued that ___9___ [a. Asking b. Teaching c. Making d. Allowing] students to guess the meaning of words from contexts and then compare this with the dictionary entry for such words is a discovery ___10___ [a. Proceedure b. Method c. Means d. Strategy] for enlarging the conceptual environment and vision on students on the various interpretations that may be given to a word 

In addition to further reading as a vital arm of referencing, the use of the dictionary in language learning should be emphasized. It cannot be denied that dictionaries do supply facts about a language which may be difficult to find anywhere else ____1____[(a) information (b) words (c) details (d) knowledge] about grammar, usage, status, derivation and so on necessary for comprehension are contained in the dictionary. While context, word analysis and synonym search contribute immensely to the ___2___[(a) forming (b) getting (c) knowing (d) création] of Meaning an efficient use of the dictionary to enrich the experiential conceptual background to create a meaning context cannot be denied. The __3__[ a. Possession b. Fact c. Use d. employment] of both the specialist and general dictionaries should be encouraged as the case may be. Not that some students should jeopardize reading fluency by ___4___[ a. Considering b. Pondering c. Meditating d. Looking up] every word that they do not understand, rather in their bid to read chunks or group of words in a text, lexical items that ___5___[ a. May b. Will c. Can d.Shall ] obstruct meaning may be quickly checked up in the dictionary. Glossing over a word or lexical guessing through context may not be sufficient [a. Practice b. Exercises c.Notes d. passages] to encourage the use of the dictionary as an aid to reading and a tool for ckecking words used in writing must be built ___7___[ a. On to b. In c. Into d. Unto] the reading text. This skill can easily be transferred to the student's contents areas as well. A barrage of criticisms, like:students' excessive reliance on the dictionary instead of contextual ____8____[ a. Reading b. Meaning c. Deciding d.guessing ], reduction in the speed of reading, time wastage and so on abound against students' use of the dictionary when reading. It may however be argued that ___9___ [a. Asking b. Teaching c. Making d. Allowing] students to guess the meaning of words from contexts and then compare this with the dictionary entry for such words is a discovery ___10___ [a. Proceedure b. Method c. Means d. Strategy] for enlarging the conceptual environment and vision on students on the various interpretations that may be given to a word 

In addition to further reading as a vital arm of referencing, the use of the dictionary in language learning should be emphasized. It cannot be denied that dictionaries do supply facts about a language which may be difficult to find anywhere else ____1____[(a) information (b) words (c) details (d) knowledge] about grammar, usage, status, derivation and so on necessary for comprehension are contained in the dictionary. While context, word analysis and synonym search contribute immensely to the ___2___[(a) forming (b) getting (c) knowing (d) création] of Meaning an efficient use of the dictionary to enrich the experiential conceptual background to create a meaning context cannot be denied. The __3__[ a. Possession b. Fact c. Use d. employment] of both the specialist and general dictionaries should be encouraged as the case may be. Not that some students should jeopardize reading fluency by ___4___[ a. Considering b. Pondering c. Meditating d. Looking up] every word that they do not understand, rather in their bid to read chunks or group of words in a text, lexical items that ___5___[ a. May b. Will c. Can d.Shall ] obstruct meaning may be quickly checked up in the dictionary. Glossing over a word or lexical guessing through context may not be sufficient ___6___ [a. Practice b. Exercises c.Notes d. passages] to encourage the use of the dictionary as an aid to reading and a tool for ckecking words used in writing must be built ___7___[ a. On to b. In c. Into d. Unto] the reading text. This skill can easily be transferred to the student's contents areas as well. A barrage of criticisms, like:students' excessive reliance on the dictionary instead of contextual ____8____[ a. Reading b. Meaning c. Deciding d.guessing ], reduction in the speed of reading, time wastage and so on abound against students' use of the dictionary when reading. It may however be argued that ___9___ [a. Asking b. Teaching c. Making d. Allowing] students to guess the meaning of words from contexts and then compare this with the dictionary entry for such words is a discovery ___10___ [a. Proceedure b. Method c. Means d. Strategy] for enlarging the conceptual environment and vision on students on the various interpretations that may be given to a word 

In addition to further reading as a vital arm of referencing, the use of the dictionary in language learning should be emphasized. It cannot be denied that dictionaries do supply facts about a language which may be difficult to find anywhere else ____1____[(a) information (b) words (c) details (d) knowledge] about grammar, usage, status, derivation and so on necessary for comprehension are contained in the dictionary. While context, word analysis and synonym search contribute immensely to the ___2___[(a) forming (b) getting (c) knowing (d) création] of Meaning an efficient use of the dictionary to enrich the experiential conceptual background to create a meaning context cannot be denied. The __3__[ a. Possession b. Fact c. Use d. employment] of both the specialist and general dictionaries should be encouraged as the case may be. Not that some students should jeopardize reading fluency by ___4___[ a. Considering b. Pondering c. Meditating d. Looking up] every word that they do not understand, rather in their bid to read chunks or group of words in a text, lexical items that ___5___[ a. May b. Will c. Can d.Shall ] obstruct meaning may be quickly checked up in the dictionary. Glossing over a word or lexical guessing through context may not be sufficient ___6___[a. Practice b. Exercises c.Notes d. passages] to encourage the use of the dictionary as an aid to reading and a tool for ckecking words used in writing must be built ___7___[ a. On to b. In c. Into d. Unto] the reading text. This skill can easily be transferred to the student's contents areas as well. A barrage of criticisms, like:students' excessive reliance on the dictionary instead of contextual ____8____[ a. Reading b. Meaning c. Deciding d.guessing ], reduction in the speed of reading, time wastage and so on abound against students' use of the dictionary when reading. It may however be argued that ___9___ [a. Asking b. Teaching c. Making d. Allowing] students to guess the meaning of words from contexts and then compare this with the dictionary entry for such words is a discovery ___10___ [a. Proceedure b. Method c. Means d. Strategy] for enlarging the conceptual environment and vision on students on the various interpretations that may be given to a word 

In addition to further reading as a vital arm of referencing, the use of the dictionary in language learning should be emphasized. It cannot be denied that dictionaries do supply facts about a language which may be difficult to find anywhere else ____1____[(a) information (b) words (c) details (d) knowledge] about grammar, usage, status, derivation and so on necessary for comprehension are contained in the dictionary. While context, word analysis and synonym search contribute immensely to the ___2___[(a) forming (b) getting (c) knowing (d) création] of Meaning an efficient use of the dictionary to enrich the experiential conceptual background to create a meaning context cannot be denied. The __3__[ a. Possession b. Fact c. Use d. employment] of both the specialist and general dictionaries should be encouraged as the case may be. Not that some students should jeopardize reading fluency by ___4___[ a. Considering b. Pondering c. Meditating d. Looking up] every word that they do not understand, rather in their bid to read chunks or group of words in a text, lexical items that ___5___[ a. May b. Will c. Can d.Shall ] obstruct meaning may be quickly checked up in the dictionary. Glossing over a word or lexical guessing through context may not be sufficient ___6___[a. Practice b. Exercises c.Notes d. passages] to encourage the use of the dictionary as an aid to reading and a tool for ckecking words used in writing must be built ___7___[ a. On to b. In c. Into d. Unto] the reading text. This skill can easily be transferred to the student's contents areas as well. A barrage of criticisms, like:students' excessive reliance on the dictionary instead of contextual ____8____[ a. Reading b. Meaning c. Deciding d.guessing ], reduction in the speed of reading, time wastage and so on abound against students' use of the dictionary when reading. It may however be argued that ___9___ [a. Asking b. Teaching c. Making d. Allowing] students to guess the meaning of words from contexts and then compare this with the dictionary entry for such words is a discovery ___10___ [a. Proceedure b. Method c. Means d. Strategy] for enlarging the conceptual environment and vision on students on the various interpretations that may be given to a word 

In addition to further reading as a vital arm of referencing, the use of the dictionary in language learning should be emphasized. It cannot be denied that dictionaries do supply facts about a language which may be difficult to find anywhere else ____1____[(a) information (b) words (c) details (d) knowledge] about grammar, usage, status, derivation and so on necessary for comprehension are contained in the dictionary. While context, word analysis and synonym search contribute immensely to the ___2___[(a) forming (b) getting (c) knowing (d) création] of Meaning an efficient use of the dictionary to enrich the experiential conceptual background to create a meaning context cannot be denied. The __3__[ a. Possession b. Fact c. Use d. employment] of both the specialist and general dictionaries should be encouraged as the case may be. Not that some students should jeopardize reading fluency by ___4___[ a. Considering b. Pondering c. Meditating d. Looking up] every word that they do not understand, rather in their bid to read chunks or group of words in a text, lexical items that ___5___[ a. May b. Will c. Can d.Shall ] obstruct meaning may be quickly checked up in the dictionary. Glossing over a word or lexical guessing through context may not be sufficient ___6___[a. Practice b. Exercises c.Notes d. passages] to encourage the use of the dictionary as an aid to reading and a tool for ckecking words used in writing must be built ___7___[ a. On to b. In c. Into d. Unto] the reading text. This skill can easily be transferred to the student's contents areas as well. A barrage of criticisms, like:students' excessive reliance on the dictionary instead of contextual ____8____[ a. Reading b. Meaning c. Deciding d.guessing ], reduction in the speed of reading, time wastage and so on abound against students' use of the dictionary when reading. It may however be argued that ___9___ [a. Asking b. Teaching c. Making d. Allowing] students to guess the meaning of words from contexts and then compare this with the dictionary entry for such words is a discovery ___10___ [a. Proceedure b. Method c. Means d. Strategy] for enlarging the conceptual environment and vision on students on the various interpretations that may be given to a word 

In addition to further reading as a vital arm of referencing, the use of the dictionary in language learning should be emphasized. It cannot be denied that dictionaries do supply facts about a language which may be difficult to find anywhere else ____1____[(a) information (b) words (c) details (d) knowledge] about grammar, usage, status, derivation and so on necessary for comprehension are contained in the dictionary. While context, word analysis and synonym search contribute immensely to the ___2___[(a) forming (b) getting (c) knowing (d) création] of Meaning an efficient use of the dictionary to enrich the experiential conceptual background to create a meaning context cannot be denied. The __3__[ a. Possession b. Fact c. Use d. employment] of both the specialist and general dictionaries should be encouraged as the case may be. Not that some students should jeopardize reading fluency by ___4___[ a. Considering b. Pondering c. Meditating d. Looking up] every word that they do not understand, rather in their bid to read chunks or group of words in a text, lexical items that ___5___[ a. May b. Will c. Can d.Shall ] obstruct meaning may be quickly checked up in the dictionary. Glossing over a word or lexical guessing through context may not be sufficient ___6___[a. Practice b. Exercises c.Notes d. passages] to encourage the use of the dictionary as an aid to reading and a tool for ckecking words used in writing must be built ___7___[ a. On to b. In c. Into d. Unto] the reading text. This skill can easily be transferred to the student's contents areas as well. A barrage of criticisms, like:students' excessive reliance on the dictionary instead of contextual ____8____[ a. Reading b. Meaning c. Deciding d.guessing ], reduction in the speed of reading, time wastage and so on abound against students' use of the dictionary when reading. It may however be argued that ___9___ [a. Asking b. Teaching c. Making d. Allowing] students to guess the meaning of words from contexts and then compare this with the dictionary entry for such words is a discovery ___10___ [a. Proceedure b. Method c. Means d. Strategy] for enlarging the conceptual environment and vision on students on the various interpretations that may be given to a word