This volume reflects the continuing prominence of pedagogical concerns in present-day lexicography and a growing interest, both theoretical and practical, in the dictionary user's needs and interests, It comprises 18 contributions by a variety of specialists – linguists, language teachers, computer scientists and practising lexicographers – and addresses three broad and interconnected areas of concern: research, classroom practice and experience, and dictionary design and development.
Reports of research deal with such issues as the student's perception of the dictionary as a learning resource and assessment of different forms of entry layout. They also show the growing involvement of the computer in investigating dictionary use and in criticially evaluating the dictionary itself. Reports from the class room point up the critical gap between the wealth of information made available in current learners' dictionaries and the poverty of response met with even in university departments. Much emphasis is laid on the need for training in dictionary use.

Contributions to the volume by practising lexicographers show their indebtedness to published research into dictionary users and uses, but also indicate the continuing influence of developments in linguistics and in language teaching methodology.

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