Warnings in Learners’ Dictionaries: Do They Help to  Correct Errors and Learn Usage?

Anna Dziemianko

Warnings in Learners’ Dictionaries: Do They Help to Correct Errors and Learn Usage?

Anna Dziemianko

Abstract

The paper aims to investigate the effect of warning messages in monolingual English learners’ dictionaries on the accuracy of error correction as well as immediate and delayed retention of usage. An attempt is also made to see whether the position of information useful for task performance in entries affects error correction and learning. Two types of warnings are investigated: deduction-oriented warning boxes and induction-oriented standalone examples of errors. In an online experiment, 162 upper-intermediate learners of English corrected errors in 18 sentences with the help of purpose-built dictionary entries. Three types of entries were created: with boxed warnings, with standalone examples of errors, and without any warnings. In all of them, the distribution of information relevant to task performance was strictly controlled; it was placed in entry initial, medial and final positions. Their results show a significant and positive role of warnings in monolingual learners’ dictionaries (MLDs). Both warning types considerably improve error correction accuracy as well as immediate and delayed retention of usage, with warning boxes outdoing standalone examples of errors in all three respects. Entries without any warnings are the least effective. The position of relevant information in entries proves to be inconsequential for error correction or learning usage. The paper argues for the inclusion of warnings in monolingual English learners’ dictionaries and suggests that they be better adjusted to the needs of speakers from specific mother tongue backgrounds.

Keywords

warnings; examples of errors; learners’ dictionaries; error correction; learning

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