<1>Luppescu and Day revealed the dictionary use had a facilitating effect on short-term word retention(1993).
~~Luppescu and Day disclosed that using dictionary can help learners to remember the words for a short period of time.
<2>The learner always feels more secure when he/she can access the translations or explanations in the native language(Laufer and Kimmel,1997:362)
~~When the learner can find translations or explanations in the native language, they can feel safer.
<3>The affective factors are assumed to be involved in this kind of strong preference for bilingual dictionaries.
~~People have proposed all sorts of hypotheses to explain that the affective factors are taken part in this kind of strong preference for bilingual dictionaries.
<4>The preference for bilingual dictionaries over monolingual is found to be so robust(Baxter,1980;Hartmann,1987;McCarthy,1990;Laufer and Kimmel,1997) that is not only difficult but also often impractical to force the learner to give up the habit of using bilingual dictionaries (Hartmann,1987:22)
It is not only learners of low and intermediate proficiency who rely heavily on bilingual dictionaries, but also advanced learns, who consult this type of dictionary more often than their monolingual counterparts.
<5>It is clearly to see that the English definition and the Chinese translation are placed side by side in this dictionary. The learner can choose the meaning of this target word from the Chinese translation if he/she feels more comfortable; but he/she can alternatively learn from the English definition if that is more suitable for his/her needs. By providing both kinds of information at the same time, this type off dictionary is argued to be able to meet the needs of most language learners,whether they chose to focus on the bilingual or the monolingual part. ~~The English definition is put alongside the Chinese translation in this dictionary which the learner can choose to use for his/her needs.

It's popular for elementary school students in Taiwan to attend English supplementary education which provides compulsory education from age of 3 to 13. These English schools can be classified according to the age range of the pupils and the types of education provided. Basically, there are two types of English supplementary educations: infant and primary. Infant English education caters for age 3 to 6, while primary English education for ages 6 to 13. The latter can also be sub-divided into junior schools (for age 6-8) and secondary schools (for ages 8-9 or 9-12 or 13). According to their abilities, the pupils of secondary school may again be grouped and selected by means of an examination at the age of 10-13. There are three programs provided for the students to promote their English ability. The first program is that they may learn English by listening and speaking. And the second one is to read and write. The last one is that they may learn some of simple, easy grammar from the courses. It is the main reason for the parents in Taiwan to send their children to the professional English schools.