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The paper focuses on guiding devices in print monolingual dictionaries for learners of English. It aims to find answers to six research questions. The main aim is to investigate how the location of guiding devices within entries-starting from a new line versus run-on-affects consultation time and sense selection accuracy of dictionary users in entry navigation. In addition, the paper looks at the effect that part of speech (noun versus verb entries) has on consultation time and sense selection accuracy; further, the relationship between entry length and consultation time is investigated, as well as that between consultation time and sense selection accuracy.

The aim of the paper is to describe the types of sense-navigation devices in print monolingual English learners’ dictionaries. The paper begins with a section devoted to the various definitions of sense-navigation devices. The following sections are a description of the different types of sense-navigation devices in learners’ dictionaries: signposts in the Longman Dictionary of Contemporary English (LDOCE), guide words in the Cambridge International Dictionary of English (CIDE) and guidewords in the Cambridge Advanced Learner’s Dictionary (CALD), short cuts in the Oxford Advanced Learner’s Dictionary of Current English (OALD) and menus in the Macmillan English Dictionary for Advanced Learners (MED). The paper ends with the author’s final comments about what type of research ought to be done in the future with respect to sense-navigation devices.

Definitions in English monolingual learners' dictionaries are the central focus of the paper. Metalexicographers have had a consuming interest in the following three types of definitions: analytical definitions (or classical definitions), full-sentence definitions (also called contextual definitions) and single-clause when-definitions. The use of when-definitions, the role of which is to define abstract nouns, has raised questions and doubts as to their efficacy on correct part of speech recognition of the definiendum, or item being defined, in light of the problems related to the substitutability of headwords and parts of definitions (lack of general category words in this definition format). By and large, existing research has substantiated the superiority of the classical definitiontype over single-clause when-definitions with respect to the accuracy of word class identification. The current experiment attempts to further delve into the subject of part of speech recognition with regard to the three aforementioned defining formats-in previous studies only data from analytical and single-clause when-definitions were collated, since contextual definitions were not included in the study design. The study was conducted on a group of 120 advanced-level Polish university students of English. The subjects were tested on their ability of correct extraction of syntactic class information and translation accuracy of abstract noun headwords as regards the three predominant definition-types in English lexicographic practice.