This paper examines the character-etymology annotations in The Chinese-English Dictionary (2015) as a lexicographic and pedagogical resource. It focuses on three research questions: how etymologically annotated single-character entries are distributed according to the Six Categories of Chinese Characters; how selected annotations connect character form, original meaning, and later senses; and how such information can be adapted for learners at different proficiency levels. The study identifies 673 etymologically annotated single-character entries in the first volume and classifies them through a procedure that compares the dictionary annotations with Shuowen Jiezi, modern etymological dictionaries, and the internal evidence of the entries. Four representative cases, “交,” “本,” “保,” and “辨,” are analyzed from the perspectives of etymological explanation, semantic development, and word-formation use. The analysis shows that etymological glossing can support semantic networking, vocabulary learning, and cultural interpretation, but it should not be treated as a direct explanation for every modern sense. The paper therefore proposes graded pedagogical use, concise statistical presentation, and clearer annotation of diachronic differences and scholarly controversies.

《中華漢英大詞典》(2015) 中的｢字源｣訓釋是連接漢字文化闡釋、雙語詞典 編纂與對外漢語教學的重要嘗試。本文以該詞典上卷中標註 ｢字源｣ 的673個單字條目為 研究對象, 說明其提取、異體字處理與 ｢六書｣ 分類依據, 並以 ｢交｣ ｢本｣ ｢保｣ ｢辨｣ 為典型 個案, 從字源訓釋、語義演變、構詞應用和分級教學四個方面進行分析。研究認為, 字源 訓釋有助於構建語義網絡、理解構詞邏輯和闡釋漢字文化, 但不能將所有現代義項都直 接歸因於字形或本義。面向教學時, 初級學習者宜接受簡明、直觀且高頻的字源信息, 中 級學習者可藉此建立詞族和語義網絡, 高級學習者則可進一步比較《說文解字》、出土 文字材料和現代古文字學研究。本文據此提出標註古今語義差異與學術爭議、設計分 級教學任務等建議。

Abstract
1. Introduction
2. Overview of The Chinese-English Dictionary
3. Data and Methodology: Etymological Glosses in The Chinese-EnglishDictionary (Volume 1)
4. Case Studies: Cultural Interpretation and Pedagogical Analysis ofCharacter Etymology in The Chinese-English Dictionary
    4.1. Analysis of Pictographs – “交”
    4.2. Analysis of Simple Indicatives (Self-Explanatory Characters) — “本”
    4.3. Analysis of Associative Compounds — “保”
    4.4. Analysis of Semantic-Phonetic Compounds (Pictophonetic Characters)— “辨”
5. Pedagogical Implications, Strengths, Weaknesses, and OptimizationSuggestions for Character Etymology in The Chinese-EnglishDictionary
    5.1. Analysis of Strengths
    5.2. Analysis of Weaknesses
    5.3. Proficiency-based pedagogical applications
    5.4. Optimization Suggestions
6. Conclusion
References
Appendix A. Full List of Etymologically Annotated Characters Classified in Table 1
<中文摘要>

• Ya-qian ZHANG(College of Humanities, Jilin University, China) | 張雅 (吉林大學)
• Chun-hong LI(College of Humanities, Jilin University, China) | 李春紅 (吉林大學) Corresponding author