●Preface by Professor Jianhua HUANGAcknowledgments內容提要Abstract  Chapter Ⅰ Introduction   1.1 Research objective   1.2 Research rationale    1.2.1 Rationale for studying dictionary use in CET   1.2.2 Rationale for designing a CCELD   1.3 Research approach   1.4 Outline of the bookPART Ⅰ DICTIONARY USE STUDY  Chapter 2 Literature Review on Dictionary Use Study 2.1 Necessity of dictionary use study   2.1.1 Necessity of studying dictionary users    2.1.2 Necessity of studying dictionary use empirically   2.1.3 Summary   2.2 Research areas in dictionary use study    2.2.1 Hartmann‘s classification   2.2.2 Hulstijn & Atkins‘s classification   2.2.3 Tono‘s classification    2.2.4 Cowie‘s classification   2.2.5 Summary 2.3 Research questions 2.3.1 Wiegand‘s research questions 2.3.2 Hartmann‘s review of hypotheses about dictionary users 2.3.3 Summary 2.4 Theoretical framework 2.4.1 Nesi‘s model 2.4.2 Scholfield‘s model 2.4.3 Hartmann‘s model 2.4.4 Bogaards‘s model 2.4.5 Luo, Wang and Cao‘s model 2.4.6 Summary 2.5 Research methodology 2.5.1 Hartmann‘s classification 2.5.2 Tono‘s classification 2.5.3 Summary 2.6 Main findings of dictionary use studies 2.6.1 Dictionary ownership, preference and frequency of dictionary Use 2.6.2 Strategies in dictionary use 2.6.3 Factors affecting dictionary use 2.6.4 Degree of satisfaction with dictionary use 2.6.5 Effect of dictionary use 2.6.6 Training of dictionary use competence 2.6.7 Dictionary use in vocabulary acquisition 2.6.8 Studies on dictionary use in L1-L2 translation 2.7 Concluding remarks Chapter 3 Sociopsychological Study on Dictionary Use 3.1 Research areas 3.2 Research questions 3.3 Theoretical framework 3.3.1 The model 3.3.2 The main factors 3.4 Research methodology: Questionnaire 3.4.1 Purpose 3.4.2 Participants 3.4.3 Material. 3.4.4 Procedure 3.5 Research findings and discussion 3.5.1 Ownership of dictionaries 3.5.2 Motivation to buy dictionaries 3.5.3 Attitude towards dictionaries 3.5.4 Guide-reading for using dictionaries 3.5.5 Frequency of using dictionaries 3.5.6 Satisfaction with the use of dictionaries 3.5.7 Training in dictionary use 3.5.8 Necessity of and expectations on a CCELD 3.6 Concluding remarks Chapter 4 Psycholinguistic Study on Dictionary Use 4.1 ‘Research areas 4.2 Research questions: CET test 4.3 Research questions: Think-aloud protocol 4.4 Theoretical framework: Overview 4.5 Theoretical framework: A psycholinguistic model of CET 4.5.1 The model 4.5.2 Main components 4.5.3 Main procedures 4.6 Theoretical framework: A 15-sycholinguistic model of dictionary use in CET 4.6.1 The model 4.6.2 The main procedures 4.7 Research methodology: CET test 4.7.1 Purpose 4.7.2 Participants 4.7.3 Material 4.7.4 Procedure 4.8 Research methodology: Think-aloud protocol 4.8.1 Purpose 4.8.2 Participants 4.8.3 Material 4.8.4 Procedure 4.9 Research findings and discussions: CET test 4.9.1 Target lexical items for dictionary use 4.9.2 Dictionaries used 4.9.3 Purposes of dictionary use 4.9.4 Dictionary components consulted 4.9.5 Utilization of dictionary information 4.10 Research findings and discussions: Think-aloud protocol 4.10.1 Target lexical items for dictionary consultation 4.10.2 Dictionaries used 4.10.3 Purposes of dictionary use 4.10.4 Utilization of dictionary information 4.11 Concluding remarksPART Ⅱ MODEL BUILDING Chapter 5 Theoretical Basis 5.1 Dictionary typology 5.1.1 Hartmann‘s typology of pedagogical dictionaries 5.1.2 The type of CCELD 5.2 Dictionary structure 5.2.1 Overview 5.2.2 Megastructure 5.2.3 Microstructure 5.2.4 Mediostructure 5.2.5 Access structure 5.2.6 Distribution structure 5.3 Dictionary models 5.3.1 Yuan‘s CELD model 5.3.2 Laufer‘s ‘bilingual dictionary plus‘ model 5.4 Concluding remarks Chapter 6 Empirical Basis 6.1 Results on sociopsychological factors 6.2 Results on psycholinguistic factors 6.3 Concluding remarks Chapter 7 Dictionary Basis 7.1 Target users, purposes and features 7.1.1 MCED (1988) 7.1.2 CED (1997) 7.2 Overall information 7.2.1 Table of contents 7.2.2 Basic information 7.3 Entry information 7.4 Concluding remarks Chapter 8 A Model of a CCELD 8.1 Overview 8.2 General principles 8.3 Specific principles on the CCELD 8.3.1 Principles on megastructure of the CCELD 8.3.2 Principles on outside matter of the CCELD 8.3.3 Principles on front matter of the CCELD 8.3.4 Principles on middle matter of the CCELD 8.3.5 Principles on back matter of the CCELD 8.3.6 Principles on macrostructure of the CCELD 8.3.7 Principles on microstructure of the CCELD 8.3.8 Principles on mediostructure structure of the CCELD 8.3.9 Principles on access structure of the CCELD 8.3.10 Principles on distribution structure of the CCELD 8.4 Concluding remarksChapter 9 ConclusionReferencesAppendix I Tools for Studying Dictionary Use in CETAppendix II Raw Data of the Study by Think-aloud ProtocolAppendix III A Report on a Study on Dictionary Use in Vocabulary Acquisition

目前還沒有一部能與英漢（或英漢雙解、英語單語）學習詞典（如《牛津高階英漢雙解詞典》）相媲美的漢英學習詞典，因此有必要進行相關的基礎研究，進而編寫出一部適合中國英語學生的、高質量的漢英學習詞典。 本書的主要目標是從詞典使用者的視角構建一個大學漢英學習詞典的模式。更詳細的書名可以稱為《基於使用者視角的大學漢英學習詞典模式構建》。主要內容分為兩大部分：詞典使用研究和詞典模式構建。前者是基礎，後者是目標。 首先，從社會心理學和心理語言學兩個角度對中國英語大學生在漢譯英過程中使用詞典的情況作了定量的實證研究。通過問卷調查、翻譯測試和有聲思維三種研究方法，采集了大量的數據。涉及社會心理方面的因素包括：學生擁有的詞典、購買詞典的動機、對詞典的態度、詞典使用說明的閱讀、詞典使用的頻率、詞典使用的滿意度、改進詞典的建議、詞典使用技能的訓練、對詞典的期望。涉及心理語言學方面的因素包括：使用詞典等