Different types of warning notes in learners’ dictionaries have not been examined previously in any depth, and the results suggest that some adjustments to formatting and placement might make them more effective. Participants judged warning notes with more visual enhancements to be more useful, but in the correction task the position of the warning notes also seemed to affect the degree to which the warnings were successfully applied. Warning notes were categorised in terms of their formatting features, but there were found to be inconsistencies in the way the dictionary associated different categories with different kinds of learner error. The task was completed by 332 participants, yielding 1,819 answers produced after clicking on links to relevant entries. This study used an online correction task to explore the extent to which different types of warning notes in Longman Dictionary of Contemporary English Online were heeded when users tried to correct errors in the use of L2 target words. Implications for future research and teaching are discussed. This correlation is non-linear, i.e., low-frequency words tend to be monosemous but beyond a frequency threshold, word definitions increase as word frequency increases. The number of meaning definitions of AVL lemmas and their frequency are positively correlated. Most (66.05%) come from the most frequent 1000 AVL lemmas. 34.38% of the 2673 AVL lemmas included in both lexicographic resources, excluding homonyms, are polysemous. To this end, correlations were calculated between the numbers of AVL lemmas' meaning definitions listed in both lexicographic resources and their frequency in the COCA-Academic corpus. This study also examines a theoretical issue, the relationship between the number of meaning senses of AVL lemmas and their frequency in an academic-English corpus. Polysemous AVL lemmas are operationalised as those with more than one definition in two lexicographic resources, the Collins COBUILD Advanced Learners' Dictionary and WordNet. This study enhances the AVL's pedagogical usefulness by identifying polysemous lemmas in it. The Academic Vocabulary List (AVL) (Gardner & Davies, 2014) is a valuable resource for EAP teachers and students as it identifies potential lexical learning/teaching targets. A positive correlation between proficiency score and test score was noted. Surprisingly, the last sense in the entry proved easiest to identify. Selection time with and without signposting did not differ significantly, but responses to entries containing shortcuts were significantly more accurate than responses to entries with no signposting. A total of 2109 consultations were recorded. Participants selected appropriate meanings from a paper-based mini-dictionary, and a purpose-built quiz type program recorded their answers and the time taken to select each meaning.
those of particular usefulness to learners): with their original menus, without menus, and with the menu information dispersed within the entry.
This study compares the effect of three versions of entries for MED2 ‘red’ words (i.e. These may be placed in a ‘menu’ at the top of the entry, or distributed as ‘shortcuts’ before each meaning. A number of dictionaries include numbered ‘signposts’ in polysemous dictionary entries.
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