In the present paper, we present two crucial concepts for the organization of lexicographic works: the homonymic solution and the polysemous solution. We evaluate in which ways the use of one of these options determines and influences dictionaries' macro and microstructures. Based on the examination of entries extracted randomly from four learner's dictionaries we found that: (i) four different design solutions are used, (ii) there was no single way to deal with the same phenomenon, and (iii) there was no consistency when comparing entries from the same dictionary. Finally, we present our suggestion for the treatment of these phenomena in learner's dictionaries, highlighting insights provided by Cognitive Semantics.
lexicography; learner's dictionaries; homonymic solution; polysemous solution
