Interdisciplinary Archaeological Perspectives: The Impact of Middle Construction Presentation in English Learner’s Dictionaries on Second Language Acquisition

Abstract

Given the syntactic complexity and semantic idiosyncrasy of the Middle Construction (MC), it has long been considered a formidable challenge in second language acquisition. This paper posits that the manner in which MC information is presented in English Learner’s Dictionaries (ELDs) significantly influences the acquisition efficacy of second language learners. To verify this hypothesis, an empirical study was conducted among 130 English as a Foreign Language (EFL) learners in China, who were randomly divided into three groups. Each group performed identical decoding and encoding tasks but with different lexicographic aids: no dictionary access, access to MC entries in current ELDs, and access to MC entries presented using a multidisciplinary model. The study findings indicate that dictionary consultation is highly beneficial for EFL learners' comprehension and production of MC. This has significant implications for teachers and learners in the EFL context and for lexicographers when compiling English Learner’s Dictionaries.