Types of sense-navigation devices in print monolingual English learners’ dictionaries

Abstract

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.

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.…”