《牛津高階英語詞典》(第8版)使用心得.doc

《《牛津高階英語詞典》(第8版)使用心得.doc》由會員分享，可在線閱讀，更多相關(guān)《《牛津高階英語詞典》(第8版)使用心得.doc（18頁珍藏版）》請在裝配圖網(wǎng)上搜索。

《牛津高階英語詞典》（第8版）使用心得（ George Chen） 如果說辭典界有什么事情發(fā)生，而可以稱得上是重大消息，OALD 推出新版絕對夠資格排得上前三名。學習型辭典在市場上的主流地位，任何新舊更替，必然引起話題，元老級的 OALD 新版上市，當然更加受矚目。這些辭典的前世今生，我在過去談學習型辭典時，已著墨許多，這里就不再多談，有興趣的讀者不妨參考過去我談?wù)搶W習型辭典的文章，或者本文末尾，我所列的幾本參考書籍。 我直接進入主題，先從印刷版的前后版比較起，距離上一版大約五年了，五年的時間醞釀一個新版，差不多是個恰當?shù)臅r間。這次新版與舊版版面比較，差別不大， 新字增加這必然要有的。辭典封底的文字宣稱有 1000 new words and meanings，新字真的不是我很在意的部分，不過還是未能免俗，稍稍看一下，底下這些都是新加入的字：biofuel, malware, blogosphere, robocall, slow food, Skype, upsell, …我又從 Susie Dent 的 The Language Report 這本專聊新字的書找了一些，在這本 OALD8 里檢驗。Family 與 friend 結(jié)合的 framily 沒有；已經(jīng)炒熱過不少新聞的 cyberbullying (網(wǎng)絡(luò)霸凌)，也找不到。elephant in the room 收進來了，有異曲同工之妙的 moose on the table 還付諸闕如，可惜。botnet 收進來了，卻沒有在 zombie 底下加上計算機相關(guān)的新定義，又是另一個可惜之處。新字是個永遠填不滿的無底洞，所以新字的話題看看就好。 總頁數(shù) 1938，與舊本相比，多了 30余頁。二千頁差不多是辭典容納量的上限，再多，不易攜帶；再少，怕內(nèi)容單薄。除了幾本雙解辭典之外，英文學習型辭典差不多都是這等規(guī)模。有限的紙面空間，多了新數(shù)據(jù)，勢必在別的地方刪除相同份量的數(shù)據(jù)。所以，印刷版末尾處看到 Visual Vocabulary Builder Contents 變得充實，我們也大膽推估，其它必有別的數(shù)據(jù)被刪減了。 另外，紙本內(nèi)容多了 32頁的 Oxford Writing Tutor 是個不錯的寫作指南。但要注意的是，那 32頁是一份導引，要讀過而能吸收，能發(fā)揮作用，學習者本身基礎(chǔ)不能太差，至少要有一定程度的閱讀資歷，或者已經(jīng)多多少少有寫作經(jīng)驗。畢竟，那是規(guī)范、指南，只能引導，無法創(chuàng)造。這種英國式的規(guī)范，對 IELTS 考試很有幫助。如果大家還記得，MED2 中間夾頁也有 50 頁的 Improve your writing Skills，兩者之間有部分觀念共通的地方，我建議有寫作需求者兩份資料都好好看過，特別是有學術(shù)性寫作需求的人。 常用字標示，我常說 OALD7 雖然標榜著 Oxford 3000 的基礎(chǔ)用字，這方面的研究，A S Hornby 確實也是少數(shù)的先驅(qū)者之一。但是辭典上的標示，就只有鑰匙的符號標注在那三千個字上，相較于 LDOCE5 分口語與書寫，又分一千到三千，OALD7 的做法顯得草率了些，OALD8 終于有了些改進。三千個常用字，大多都是一字多義。一個字進入了三千個常用字范圍內(nèi)，可能只是當某幾個定義解釋時才是常用的，當成其它意義時就不是。因此，OALD8 的常用字標示直接深入到某個字的某個定義，學習者看到某個字是常用字，還要留意一下，到底當哪個定義解釋時才算常用字。 我們來看光盤吧。就像前面說的，紙版辭典要在有限的頁面空間塞進夠多的信息，取與舍之間確實是很大的學問。這陣子看了不少 B. T. Sue Atkins 與 Michael Rundell 合寫的 The Oxford Guide to Practical Lexicography (OGPL)，這本書詳細介紹了整本辭典編輯過程，從最開始的規(guī)劃，到語料庫的設(shè)置取樣，一直到編輯成書。其實，傳統(tǒng)辭典學算是成熟的，我們也從實際的印刷版成品看到，新觀念導入的幅度并不大。 然而，到了光盤則是一個大不相同的世界，很多傳統(tǒng)辭典學的觀念恐怕都要重新思考。至少，我看到很多可以改進的空間。舉個最簡單的現(xiàn)成例子讓大家看看，同樣是 Concise Oxford English Dictionary, 11th edition (COED11)，2004 年七月上市的 1.0，與 2009 年八月的 v2.0 比較，接口文字的安排新版退步了，一個很簡單的要點：不同定義換行從頭寫起。OGPL 里強調(diào)過，但因紙版篇幅有限，無法讓每個新定義、新例句換行從頭寫。但是光盤呢？這樣的疏忽有點不可原諒。 未換行的老毛病，OALD7 照犯不誤，還好 OALD8 改過來了。另外一個鼠標滾輪控制的問題，最嚴重的時候，好幾套光盤軟件像得瘟疫一般，全部都碰不得滾輪，一碰立刻讓使用者迷失在字里行間。過去幾年來，新版一出，見到這問題，我就連絡(luò)出版商；這幾家光牒辭典的共同軟件開發(fā)商，法國 IDM 公司也被我煩過。如果這問題再犯，那真的是不可原諒，不是疏忽而已，而是麻木。做好這些，頂多算是達到最基本的要求而已。 既然幾個老毛病都解決了，OALD8 光盤算得上完美嗎？很不幸，從使用者觀點來看，又出現(xiàn)了一個讓人很難接受的問題點 ── 字體。到目前為止，六套學習型辭典，OALD7, MED2, LDOCE5, Cobuild5, CALD3, MWALD，全部都用 Ariel 系列的字體，OALD8 卻突發(fā)奇想，采用了 Times Roman 系列字體，再加上例句以斜體字呈現(xiàn)，那真是大災難，看看我取樣的畫面吧。我同時提供一個 OALD7 的畫面，大家可以比較看看。 我補充一下，這里提供的 OALD7 接口是修改過的。最初的 OALD7 本來鼠標滾輪完全無動作，現(xiàn)已修改完成，而且右欄與上頭橫幅標題都做成可開關(guān)的方式。接口簡潔許多，雖然還沒做到該換行的地方換行，但是 Ariel 單線條字體，簡勁清晰，看起來眼睛舒服多了。七版字體大小沒辦法記憶，每次開啟，都要先放大字體到適當大小，只要關(guān)閉該軟件再重開，又要重新放大字體，這問題八版倒是處理好了。 在這一版的光盤上，Dictionary 與 Cultural Guide (CG)融合得更緊密，這點值得嘉許。在 OALD7 上面查詢時，某些詞條其實已經(jīng)有 CG 的詳細內(nèi)容，但除非查詢者切換進入CG，否則光在辭典部分查詢，看不到這些訊息。OALD8 將部份CG內(nèi)容直接融合進辭典的收錄內(nèi)容，部分則提供類似網(wǎng)頁連結(jié)的方式將數(shù)據(jù)內(nèi)容呈現(xiàn)在右側(cè)動態(tài)窗口里，使用者比較容易整合查詢。而且，舊版里 Cultural Guide 所收錄的條目都沒發(fā)音；新版除了與辭典整合更好之外，所有條目都提供了語音。 七版時，有好多字英式發(fā)音與美式發(fā)音的音量相差很大，這么明顯的缺失，讓人很懷疑七版的制作質(zhì)量。新的OALD8 發(fā)音質(zhì)量提升不少，英美發(fā)音音量差別的問題幾乎聽不到了。經(jīng)過比對，八版的聲音檔案與 Oxford Collocation Dictionary, 2nd edition 這套辭典的語音檔案是同一套。七版里有很多附加詞條，如附加在 avenge 底下的 avenger；average 底下的 averagely，諸如此類，原本沒有語音可聽，八版都加上了。 2005 年七月 OALD7 上市時，我寫過使用心得，很多地方，我拿 OALD7 與 LDOCE4 比較。當時我手上的 LDOCE4 是一片光盤的原始四版，其實 2005 年四月，兩片光盤的 LDOCE4v2 已經(jīng)上市，只是臺灣市場通路經(jīng)過刻意操作，這個版本遲了近一年才在臺灣上市。我的 LDOCE4v2 是 2006 年一月才從 Amazon UK 買進，拿到手時才驚覺，LDOCE4v2 相對于 LDOCE4 的進步幅度甚至超過 Cobuild4 到 Cobuild5 的程度。 從 LDOCE4v2 到 LDOCE5 又是一個級距的進步，朗文辭典近年的版本每一新版都有創(chuàng)舉，幾乎讓對手望塵莫及，整句發(fā)音的聲音檔案，至今無人能及。即使更入門等級的 Longman Active Study Dictionary, 5th edition (2010 年 2月出版)，也給了例句整句發(fā)音，而且相較于 LDOCE5，發(fā)音速度特地放慢，體貼初學者的用心令人佩服。 LDOCE5 的成就，成了許多光盤辭典的假想敵與追隨目標，接下來一些使用上的觀點，多少會與 LDOCE5 比較。OALD8 整體而言，算是及格了，除了字體我一直有適應上的困難外，整體版面編排還是不夠好。正常的畫面兩欄顯示，右側(cè)可以再開出一欄，機動顯示「字源」、「動詞變 化型」、「外加例句」、thesaurus 等等的資料。右側(cè)字段的寬度是可調(diào)的。LDOCE5 最初版本也是右欄與上列橫幅占據(jù)太大空間，經(jīng)過網(wǎng)友修改，同時改正鼠標滾輪問題，已經(jīng)從 70分提升到 90分了。 我個人強烈建議，所有使用 LDOCE5 的人都下載修正程序，把接口改一改會更好用。本文里，如果提到 OALD8 與 LDOCE5 比較，我都是拿修正過的 LDOCE5 當比較對象。從 OALD7 到 OALD8 定義與例句已能分行處理，值得鼓勵；然而，英國發(fā)音、美國發(fā)音、VERB FORMS, WORD ORIGIN, THESAURUS, EXAMPLE BANK 都獨列成一行，而把定義、例句這些「本文」擠到下面，這顯然也是另一項缺失。 VERB FORMS, WORD ORIGIN 這類的「補充訊息」模仿網(wǎng)頁連結(jié)的方式，點選了就打開右欄，讓數(shù)據(jù)出現(xiàn)在那里。但是這「啟動連結(jié)」貫穿整個橫向空間，很多時候，我并不想打開右欄看數(shù)據(jù)，卻因為不小心點了鼠標左鍵，右欄于是打開，這設(shè)計真的讓人很煩。這些排列與啟動連結(jié)問題，再加上字體問題，都留下許多可以改進的空間。 OALD8 的問題還有哪些呢？Guide word 標示不夠顯眼，牛津辭典稱之為 Short cuts，也就是一字多義的詞條，為了讓各個定義的「大意」搶先曝光而給的簡短說明。LDOCE5 深藍色底白色字，非常顯眼，另外還在詞條標題底下設(shè)置一個 Menu，可以點選把 Guide word 呈現(xiàn)在另一個彈出式窗口。MED2 也是把 Guide word 提列到最前面的 Menu里。這些的設(shè)置，都是為了讓查詢者在最短時間搜尋到他想要找的數(shù)據(jù)，頁面的導覽便利度也增強許多。 看看這樣的句子：Now, as the Yankees take the field in their showdown with the Cubs, the crowd boos Ruth. 我想問的是 take the field 是什么意思？如果你進入 take 里面找，從頭看到尾要花多久時間？最后發(fā)現(xiàn) take 里沒有相關(guān)資料，又改到 field 里找，再一次從頭看下來，全部要花多少時間？如果查詢的是紙版辭典，標準查詢程序是這樣沒錯。但是使用光盤辭典，必須要有完全不同的思維，簡單來講，接口的設(shè)計要做到十秒鐘之內(nèi)讓查詢者知道這本辭典有或沒有收錄，有的話，讓眼睛能看到那筆資料。 就上面這樣的查詢需求而言，從 OALD7 到 OALD8 都是相對比較弱的，也就是，在辭典里把想要的數(shù)據(jù)找到，要花比較長的時間。要達到快速查詢這樣的目的，得靠辭典設(shè)計方與使用方共同努力。比較高階的辭典，像 SOED6, OED2v4 都有設(shè)置 Find in entry 的搜尋框，讓查詢者在打開的詞條訊息里迅速找到想找的數(shù)據(jù)。 搜尋能力從七版到八版明顯退步了，尤其詞組搜尋，舉例講，查詢 beef up, root out, hunt down，OALD8 完全沒有反應，但這些在 OALD7 上面很快可以查得到，其它像 LDOCE5, MED2, CALD3 這幾套光盤辭典，也都可以很快查到。另外幾個查詢，OALD8 的反應是這樣的，查 call for，出現(xiàn) call 當動詞的內(nèi)容，call for 在哪里？查詢者得自己接下去用眼睛搜尋；查詢 carry out，出現(xiàn) carry-out，如果要找到正確的 carry out，必須查 carry 當動詞的用法，然后再卷動文字用眼睛搜尋；查詢 face the music，OALD8 會帶你到 face 當動詞的地方，然后還是一樣，查詢者自己接下去找。 上面這些問題，OALD7 都可以立即而精確查出想要的內(nèi)容，OALD8 卻是往后倒退一大步。其它幾套光盤辭典應付類似的查詢，表現(xiàn)得都還不錯，別套光盤辭典五秒鐘能解決的，到這新版，三分鐘未必可以找到正確數(shù)據(jù)。光盤版的辭典，出現(xiàn)這種問題，不是新聞，我個人十多年來的觀察，不斷在印證這樣的歷史，新功能、好功能來來去去。這一版不錯，完全不能保證下一版還會不錯。 LDOCE5 加入許多 Collocations, thesaurus, phrase bank, example bank 這些紙本所沒有的資料，算是掌握了光盤的優(yōu)點而能充分發(fā)揮。OALD8 與 OALD7 最明顯的差別，也是這些外加數(shù)據(jù)，我們深入內(nèi)容來看看吧。Example bank 給的是額外的例句，這部分改進了不少，舉例講，vow 這個字，OALD7 只給三個算是 collocation 的組合，而且不分名詞與動詞的差別。八版則分別針對名詞與動詞給外加例句，其它字詞所添加的額外例句增加了不少。整體而言，例句增加的數(shù)量不少。但即使這樣，也才差不多拉近與 LDOCE5 的差距。 二百多組的 synonym 提供同義字與字詞辨正數(shù)據(jù)，一組字如果包含五到六個字，那么總共有大約一千余字含括在 synonym 的討論范圍內(nèi)。thesaurus 的數(shù)據(jù)有點類似 synonym，只是字詞辨正的深度降低許多，大部分只以列舉的方式提供同義字。 Collocations 該給的是搭配數(shù)據(jù)，所謂的搭配，OCD2 已經(jīng)提供了非常多的現(xiàn)成用例，以 sense 這個字為例，與動詞搭配可以有 have ~, lose ~, heighten ~, sharpen ~ 等好多組合，搭配形容詞可以有 acute ~, developed ~, keen ~ … 等等的組合 (以上這些取材自 OCD2)?？墒窃?OALD8 底下，找到 sense 這個字時，發(fā)現(xiàn)它竟然沒有提供 collocations 的外加資料，但有 thesaurus。打開 thesaurus 資料看，卻看到了 a strong sense/feeling /impression/idea/sensation，也有 get/give sb/leave sb with/convey a/an sense/feeling/impression/idea。部分屬于搭配的訊息，其實是藏在 thesaurus 里。 我們看看有提供 collocations 數(shù)據(jù)的詞條，內(nèi)容整理的如何。依據(jù)印刷版書末附錄 R18 頁的記載，全書只提供了 43 個 collocations 數(shù)據(jù)。我找到一筆附有 collocations 數(shù)據(jù)的詞條：crime，打開一看。 無論怎么看，都好像比較接近「主題式 thesaurus」的編排方式，而不是像 OCD2 呈現(xiàn)的數(shù)據(jù)那樣。 整體的感覺，synonym, thesaurus, collocations 這些資料，在OALD8 里出現(xiàn)了混雜交錯的問題，同時也有涵蓋性不足的疑慮。相形之下，LDOCE5 的針對性精準多了，涵蓋面也更廣泛。當然，拿 OALD8 比較 MED2, CLAD3, Cobuild5, MWALD 等幾套，表現(xiàn)并不算太差。 其它更多的功能，iWriter 是一套交互式的寫作練習工具，紙版里給了 Writing Tutor，讓學習者讀過后，到這里來搭配辭典內(nèi)容演練寫作。Visual vocabulary builder 則打散成更小單元，當查詢到影像里的某個關(guān)鍵詞時，整幅影像就會跟著出現(xiàn)。 My topics 是個主題式的分類辭典，350 個小主題收納在 15個大主題里。這種分類方式，大致遵循 Peter Mark Roget 在 1852 年建構(gòu) thesaurus 的原始構(gòu)想，目前，CALD3 的 Smart thesaurus 架構(gòu)就與這里的很接近。 Advanced search 只提供最基本的功能，沒有 lemmatization 處理，查詢的結(jié)果也沒有色彩強化顯示。這項查詢在 LDOCE4v2 里曾經(jīng)曇花一現(xiàn)，有過極佳的表現(xiàn)。但是就如前面提過的，好的功能、優(yōu)秀的功能來來去去，就是這么一回事。 整體而言，OALD8 的企圖心看得到，只可惜，在這零零星星的外加數(shù)據(jù)里還看不到完整性，前后相比，遺失的搜尋功能可能還更致命。我很想提醒，LDOCE5 整合了另一本一千五百多頁的 Longman Language Activator, 2nd edition，單獨來看，LLA2 已經(jīng)是一本相當實用的工具書，與辭典整合在一張光盤，其所發(fā)揮的功能不只是一加一等于二，而是超過二。 Oxford 有 Learner’s Thesaurus，還有 Collocations Dictionary, 2nd edition，這兩本都極優(yōu)秀，任何一本整合進 OALD 都可以發(fā)揮一加一大于二的效果，這是 OUP 市場與企劃部門必須思考的問題，以現(xiàn)在的方式，零星添加額外數(shù)據(jù)，恐難展現(xiàn)整體實用性。Longman 做得到，OUP 應該也能做得到。 幾位網(wǎng)友提到售價，我在臺南敦煌也看到了，精裝本 NT$ 1,750，平裝本 NT$ 1,250。其它競爭產(chǎn)品市價如何，出版社原始定價多少，這些都不難比較。 后記： 感謝牛津大學出版社臺灣分公司贈書，讓我在第一時間能夠先睹為快。 附注： 推薦參考書籍： 關(guān)于辭典歷史與學習型辭典的參考書有： 1. English Dictionaries for Foreign Learners, A History, by A. P. Cowie 2. Dictionaries, The Art and Craft of Lexicography, 2nd edition, by Sidney I. Landau 關(guān)于辭典編輯的參考書籍： The Oxford Guide to Practical Lexicography, by B. T. Sue Atkins and Michael Rundell A Review of OALD8 by George Chen Wed Apr 07, 2010 1:55 pm If there is one event in lexicography history that can draw special attention, a new edition of Oxford Advanced Learners Dictionary may well top the list. This review is not to focus too much on the history of learners dictionaries, though this is virtually the mainstream category in dictionary market. For anyone who is interested in how learners dictionaries evolve, a list of recommended references at the end of this article will meet your need. This review will compare OALD8 with many of its competitors such as, LDOCE5, MED2, CALD3, Cobuild5, MWALD, and even with its own predecessor. If necessary, non-EFL dictionaries will also be mentioned. Nearly five years have passed since the release of its predecessor, OALD7. In view of the intervals at which similar products update their products, five years are adequate for a new edition to be well prepared. Taking a closer look at the print version, one can hardly find obvious changes. According to the messages on back cover, 1000 new words and meanings have been added. We do see the following words show up in this edition: biofuel, malware, blogosphere, robocall, slow food, Skype, upsell, ... I chose a few words from The Language Report, edited by Susie Dent, and looked them up in OALD8. The interesting results were that "Carbon allowances" could not be found. "Cyberbullying", the issue that had hit the headlines from time to time, was not there either. Its good to see "elephant in the room" was included; however, "moose on the table" was still missing. No computing-related meaning was appended to "zombie", though "botnet" has been covered. However, in general, no need to be serious about new word topic, which is promotional hype in a way. This new edition has 1938 pages in total, a gain of over 30 pages in contrast to OALD7. A 32-page Oxford Writing Tutor is new to OALD8, from which learners of academic and formal writing can benefit greatly. I would recommend learners of writing should not forget another helpful guide, Improve your Writing Skills, in the middle of MED2. Oxford 3000 is the most important keywords from a foreign learners perspectives. Any headword of Oxford 3000 is shown with a key symbol following. It has been the best way OALD addressed word frequency until the 7th edition. In contrast, MED2 marks its frequent words with one to three stars; LDOCE5 highlights its frequency by using W and S to indicate written and spoken situation respectively, and 1 to 3 to indicate frequency range from 1000 to 3000. OALD7 appears to be the least accurate in marking word frequency. Now in OALD8, the key symbol goes into specific definitions, within polysemous entries, to mark the important ones. Lets take a look at the CD-ROM. As B. T. Sue Atkins and Michael Rundell have stated in The Oxford Guide to Practical Lexicography (OGPL), there is always the difficulty to cram more information into limited page space. Thats true. We can see by viewing the current dictionaries in the past few years that new ideas introduced to their print versions are rare. The world of paper dictionary is relatively mature in terms of modern lexicography. However, it is a totally different story when it comes to CD-ROM dictionaries. Many of the lexicographic concepts have to be reviewed and reinforced. A rule Michael Rundell stresses in OGPL says "Another option is to begin the description of each new sense on a new line. This is appealing: the page looks less cluttered and users find it easier to locate the meaning they want. But it all takes up space, and that means a reduction in the amount of information that can be included." Anyone can easily understand editors concern over a paper dictionary. A good example illustrates how careless editors made dictionaries. Here are two screenshots of Concise Oxford English Dictionary, v1.0, date of release: July 2004, and v2.0, date of release: August 2009. The good rule has been completely forgotten. Luckily, OALD8 even starts its examples on new lines, which was still not seen in OALD7, and even better the wheel on mouse is functioning well. Mouse wheel problem has been so tricky that epidemic is not an exaggerated term for it since most CD-ROM dictionaries suffered from it more or less for a long time. In OALD7, mouse wheel is not working at all. Even this function is revived, it just live up to the basic requirement. With the relief of the persistent problems, one might think OALD8 may be a perfect version. Just read on for more details. Among all six players in learners dictionary market, Arial font is used in most places to display the major contents, while this new version uses Times Roman font. It is really a disaster on seeing the examples displayed in italics. The two screenshots of OALD7 and OALD8 will show you the fact. The OALD7 screenshot shown here is a modified edition, in which top banner and right column are customizable. One can switch them on or off by clicking on the options at the top right corner. In addition to this, mouse wheel function has been restored. The thin-and-single-lined characteristic of Arial font make the whole typeface neat and pleasant to vision. In contrast, Times Roman font tends to be bulky and vague, not easy for eyes to tell the words. Times Roman font may be fine in paper version; however, computer screen displays any font and image in dot-matrix format. Reading the content of an entry on OALD7, a user will never know there may be related information in Cultural Guide. Now on OALD8, CG section is better integrated with dictionary. Some entries of CG are listed in alphabetical order with dictionary ones, some are displayed in right panel by clicking on CULTURE links. For quite a few entries, on OALD7, the problem of unequal volume between British and American pronunciations was easily noted. OALD8 has fixed these faults. More audio has been added to CG entries and most run ons in dictionary. Few can deny the fact that LDOCE5 enjoys an immense popularity among learners communities. From LDOCE4 to LDCOE4v2, and then to LDOCE5, each update demonstrated a great leap. The full-sentence audio, thesaurus, collocations, register remark, all contribute to its success, and makes it the archrival of all competitors. Given the ambition OALD8 has had, I will compare more features between the two. One thing worth mentioning is that the original LDOCE5 user interface is far from perfect. Someone has modified and improved it greatly. The major improvements are mouse wheel function repair, right panel hiding, and top banner hiding, to name a few. What OALD8 is to challenge is the modified LDOCE5. Though OALD8 remembers to start new examples from new lines, the British pronunciation, NAmE pronunciation, Verb form, Word origin, Thesaurus, Example bank, etc also take up a single line. With these hyperlink-like information wedged in between headword and definition, the contents look very scattered. Even worse, the area on which each hyperlink-like information can be clicked to trigger extra data display extends throughout horizontally. In normal operation, I keep clicking on these links mistakenly and open the dynamic right panel. What an annoying design! There are more to be desired with OALD8. The guide word, short cut as is named in OALD8, is not eye-catching enough. Just take a look at how LDOCE5 deal with it. Bright blue shading and white words in block capitals. In addition to this, a Menu link is ready to show a list in a pop-up windows. MED2 provides a Menu right below polysemous headwords to show guide words. Guide word is such a smart mechanism that can help dictionary user spot the information s/he wants in a shortest time. Lets look at a sentence like this: Now, as the Yankees take the field in their showdown with the Cubs, the crowd boos Ruth. A learner may want to know what "take the field" means. S/he is likely to browse all the contents under the headword "take", and fails to find a good match. Then s/he turns to the contents under "field". All this is a standard procedure in paper dictionary scenario. However, learners nowadays will never do it like this. The design of a CD-ROM dictionary is to fulfill this kind of search requirement. In other words, for any search, a good CD-ROM dictionary is supposed to let user know whether the word or phrase in search of is included or not. If yes, let user spot the information. And this task has to be done within 10 seconds. Given the tough search requirement, OALD7 and OALD8 are relatively less powerful. That is to say, one tends to spend more time to locate the word or phrase s/he is looking for in OALD7 and OALD8. It is sad to discover that OALD8 is even less powerful than its predecessor for certain searches. Take the following searches for example. What do the following phrases mean: "beef up", "root out", "hunt down"? OALD8 replies with zero result in response to the searches like these. Thus the software looks idle when these phrases are keyed in for search. All the other dictionaries, even OALD7, can deal with these searches very well. More phrases are used to test the power of OALD8, and the results are as follows: the response to the check "call for" brings user to verb section of "call." Where is "call for"? User can only browse for it with eyes. What about the search for "carry out"? OALD8 shows us "carry-out". To find "carry out", user has to search "carry", and browse down, searching for "carry out" with eyes. Another search is for "face the music". OALD8 spots the verb section of "face". Likewise, users eyes have to take over the rest of the task. Whats wrong with OALD8? Other dictionaries are doing very well and react quickly to these searches. OALD8 may take user more than 3 minutes on a task that can be completed not more than 10 seconds on other CD-ROMs. Anyone who is new to CD-ROM dictionaries could be a little shocked on finding the flaw like this. However, what happens here is just the history repeating itself. The aforementioned "begin the description of each new sense on a new line" is just another vivid example. And we will have more in the following paragraphs. On LDOCE5 CD-ROM, collocations, thesaurus, phrase bank, and example bank are added to demonstrate the large capacity of the electronic media. LDOCE5 even stores its data on a DVD-ROM, which is 6 or 7 times the capacity of a CD-ROM. In recent years, more and more dictionaries provide extra data on CD-ROM. Some have substantially boosted the overall value, some have not. The key points are that how good the data are? How they are organized? How can they be searched? MED2 provides thesaurus, but not good enough. CALD3 offers Extra Examples, SMART thesaurus. Cobuild5 comes with a mini corpus, WordBank, which looks terribly chaotic, but proves extremely helpful since it is covered by full-text search. Most extra data on LDOCE5 DVD-ROM are useful, well organized, and friendly to search. OALD8 may have borne this target in mind in the process of revision. Lets take a look at how good they are. Example bank does contain more sentences than it did on OALD7. It is a vast improvement, but may just be enough to catch up with LDOCE5. Synonym section on OALD8 provides words of similar meanings in groups and explains the subtle nuances of meanings among words. The format of this section is very close to that of Oxford Learners Thesaurus. But there is thesaurus section on OALD8. What does this section provide? The words of close meanings are given in series, with related words showing up together. One might think they mix the functions of thesaurus and collocation. Two screenshots here show you why. Screenshot1, screenshot2. What do collocations data look like? Oxford Collocations Dictionary, 2nd edition may have demonstrated quite a few typical examples. When one checks "sense" in OCD2, s/he will see: have ~, lose ~, heighten ~, sharpen ~, ... (collocations with verb) acute ~, developed ~, keen ~, .... (collocations with adjective) One may be surprised to find there is no collocation information under the headword "sense" on OALD8. Instead, there is the