| Abstract | Traditional access through the alphabetically organized macrostructure (words defined) of the dictionary was convenient in a printed form. Online versions of dictionaries lead us to rethink our access approach and to exploit, as suggested by Humblé, the increased value of the dictionary in computer assisted language instruction. In a self-learning environment, a situation favored by today's wide-spread access to computers, an online dictionary is a valuable resource for reading comprehension. However, learners can quickly become discouraged if the information about a word searched for is buried among too much other information, e.g. the many definitions listed for highly polysemous words. Our current research suggests a method for providing specific guidance to a user to ease his access to information and promote vocabulary learning during his dictionary searches. |
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