New-line and Run-on Guiding Devices in Print Monolingual Dictionaries for Learners of English

Abstract

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.

Evaluating the Usefulness of the Learning Tools in Monolingual Online Dictionaries for Learners of English: Gauging the Preferences of Polish Students of English

“…All of these learning tools were discussed in as much detail as possible within the required one-hour time frame, with specific learning tools being displayed to the participants on screen. Taking into account the fact that Polish students of English are familiar with this specific digital product (Ptasznik 2022), the lecture merely served as a reminder of what specific learning tools can be accessed from the dictionary. Examples of similar learning tools from the remaining monolingual learners' dictionaries were provided during the course of the lecture.…”

“…For more information on menus in dictionaries see Rundell (2007), Lew and Tokarek (2010), Ptasznik (2015).…”

A Learners’ Dictionary Versus ChatGPT in Receptive and Productive Lexical Tasks

“…Among the digital formats, the bigger computer screens seem to have been favoured around Europe as late as July 2017 (Kosem et al, 2019), with only about 11 percent out of nearly ten thousand participants from all around Europe naming smartphones as the device of choice for dictionary consultation. Inevitably, the preference is changing in favour of the smartphone, with more than a quarter claiming to prefer smartphone-based dictionaries in late 2020, that is three years later (Ptasznik, 2022). A quick computation reveals this preference trend to be significant (OR = 2.27,).…”

Fostering Learners' Online Dictionary Skills through Active Dictionary Rubrics

“…In this sense, ability to use a dictionary is generally believed to yield better results in the language learning process as well as to foster learners' autonomy. In the area of dictionary skills, research focuses mostly on dictionary use with different purposes and in different contexts (Rundell 1999, Schofield 1999, Laufer 2011, Müller-Spitzer 2014, Liang and Xu 2018, the effectiveness of different dictionary designs, the role of outer texts in dictionary pedagogy, and information presentation options (Nkomo 2015, Dziemianko 2016, Ptasznik and Lew 2019, Ptasznik 2018). But the majority of studies on dictionary use do not tackle how dictionary users are trained to become proficient users or how the training may affect test results.…”