| As the third major class of words, adjectives have been received a limited attention. The acquisition of adjective collocations is also a difficult part for Chinese EFL learners. However, studies on the representation of adjective collocations focus on the old versions of the leading ELDs and some ECLDs. Study on the latest versions of the leading ELDs and corpus-based ECLDs has not been done yet. Does the representation of the adjective collocational information in the leading ELDs and corpus-based ECLDs meet the needs of Chinese EFL learners? If not, how shall such information be represented to make them more Chinese-EFL-learners-oriented? Those research questions are addressed in this thesis.Based on the comparison between the data from the ICLE and the CLEC, the possible sources of adjective collocation errors are analyzed through and EA analysis and contrastive interlanguage analysis. They are negative L1transfer, communication strategy, overuse of adjectives, and literal translation. Based on the results of the error analysis, the representation of adjective collocations in the five chosen dictionaries is investigated by comparing data of the BNC and the enTenTen12. We find some major deficiencies, including atypical examples under the entry, vague discrimination between synonyms, inappropriate treatment of the overused words, and insufficient error warning notes.Finally, the present study proposes a multidimensional model for the optimization of adjective collocation representation based on the meaning-driven multidiemensional definition theory and noticing hypothesis. Moreover, concrete suggestions are provided as follows:a) more salient and typical collocations should be included; b) more informative and clear discriminative information should be represented; c) other expressions of the overused words should be added; d) necessary error warning notes should be provided; e) important information becomes prominent; and e) run-ons should be deleted. |
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