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1、TowardaTheoryofaChinese-EnglishLearner’sDictionary1.IntroductionMostChinese-EnglishdictionariesareexplicitlyorimplicitlydesignedfortheChinesetolearnEnglish.ItisunderstandableinanagewhentheChinesewereopeningtheireyestotheWest.However,inthelastfewdecadeswhentheo
2、ffspringofoverseasChineselookedbacktotheirroots,andwhentheWestshoweditsinterestinChina,theneglectofnon-nativeChineselearnersbecameevident.BothYaleUniversity’sDictionaryofSpokenChinese(1966)andFredFangyuWang’sMandarinChineseDictionary:Chinese-English(1967)broke
3、groundinacknowledgingandaccommodatingtheCFL(ChineseasaForeignLanguage)students’needs.Afterthreedecades,however,lexicographicalprogressinthisregardisnotparticularlyimpressive.JohnDeFrancis’ABCChinese-EnglishDictionary(1996)addsapleasantsurprisetothislongquietma
4、rket,butitmainlyservesasaquickreferenceforadvancedCFLstudents,withouttouchingtoomuchonsomebasicCFLissues.Chinese-EnglishDictionary《汉英双解词典》(1997),thoughclaimingtoserveadultCFLstudents,stillleavesconsiderableroomforimprovement.Thecoreofthispaperaddressesthefeatu
5、resofanadequateChinese-Englishlearner’sdictionaryfornon-Chinese.Itdrawsmostofitstheoreticalunderpinningsfromlinguistics,lexicography,andsecondlanguageacquisition.Inthefollowing,Iwillarguethatsuchapedagogicaldictionaryshouldbeabletorepresentthecommunicativecomp
6、etenceofanidealcollege-educatednativespeakerofMandarinChinese.Thiscommunicativecompetence,inturn,consistsofgrammatical,pragmatic,andculturalcomponents.Onlywhenthesethreeelementsareincorporatedandtreatedcansuchadictionarybetheoreticallyadequate.2.ChineseasaFore
7、ignLanguageItismorethan30yearssinceChineseasaforeignlanguage,orCFLforshort,hasemergedasadisciplineinitsownright,withtheestablishmentoftheChineseLanguageTeachersAssociationandthepublicationofitsjournal.Inresponsetothisemergingdiscipline,manyofitsissueshavebeeni
8、nvestigated,butresearchintotheuseofdictionariesinCFLhaslongbeendisregarded.3.Chinese-EnglishDictionaries:SomeGeneralInadequaciesCFLstudentsneedanadequateChinese-Englishdictionary.H