近二十年来，国内出版了众多面向汉语学习者的纸质词典，但是调查结果显示：这些外向型词典的影响较小，使用率较低，不少汉语学习者在完成编码任务时优先使用在线翻译、网络搜索引擎等非词典工具和资源进行辅助，这反映了用户需求与市场供给之间存在不平衡的情况。本研究从用户视角出发，对影响汉语学习者选择、使用和评价汉语词典的诸多主客观因素进行了探讨。 首先，在选择和购买词典时，虽然学习者希望寻求质量好、使用便利的词典产品，但是受到词典编纂出版情况的影响和社会、文化和经济等条件的限制，很多学习者难以获取完全符合需求的词典，不得不在权衡词典的专业性、可得性和使用的便利性之后，退而求其次。 第二，词典的使用不仅受到具体使用环境（课堂/非课堂）、语言任务类型（编码/解码）、语言处理难度和数量等外部因素的影响，还受到学习者的词典观、学习策略、认知风格等内部因素的作用。从总体上看，汉语学习者主要使用词典辅助非课堂环境下的自主学习，使用学习策略（尤其是语言学习策略）意识和能力越强的学习者使用词典的效果也越好。 第三，大部分汉语学习者通过母语或第二语言翻译、整合多个词条的信息、整合多部词典的信息、借助网络搜索引擎等方式对词典产品和其他网络资源进行策略性的使用，但是因为缺乏词典使用方面的专业指导和训练，存在一定的随意性和盲目性，应该注意进一步发挥汉语教师（特别是本土汉语教师）的杠杆作用。 第四，现有外向型汉语词典的内容和组织方式还没有走出内向型语文词典的框架，词典所包含的信息对于学习者完成编码任务（尤其是学术写作）的帮助有限；汉语学习者在字识别、词确定、义项选择、理解语素义和词汇义方面能力不足，使用词典存在一定困难。今后的词典产品应该进一步提高内容的针对性和功能的多样性，并且与其它语言资源和教辅材料协同配合，主动与语言教学和学习者的语言任务处理融合，更好地为用户服务。 本研究结合了质性研究和量化研究的方法，对特定学习者使用特定词典产品解决特定问题的具体情况进行了描写和分析，有针对性地对学习者在不同环境中、不同任务中使用词典需求进行了探讨；基于扎根理论方法，从词典产品本身的表层、词典与用户及任务处理互动的中层，以及词典与用户的观念和期待的深层进行了探讨，构建了多维立体、多因素互动的词典使用模型，在研究方法层面进行了实验性的探测，在理论构建层面也进行了有益的探索。

In the past two decades, dozens of printed Chinese learner’s dictionaries have been published in mainland China which should have been welcomed by Chinese L2 learners, however, it was showed in the survey that those dictionaries were not widely used; internet search engine and online translation tools are Chinese L2 learners’ prior choices. It reflects the imbalance between user demand and market supply. This study discusses the subjective factors and objective conditions that influence the selection, use and evaluation of Chinese dictionaries. Firstly, Chinese L2 learners are looking for high-quality and user-friendly dictionary product, but considering the limitation of social, cultural, and economic conditions, it is not possible for many Chinese L2 learners to obtain the most suitable product, therefore, after weighing the quality, availability, facility and recommendation, they have to go for the second choice. Secondly, the use of dictionary is not only influenced by the specific environment (in class/ off class), language task type (encoding/decoding), language processing demand and other external factors, and also influenced by their attitude, learning strategies, cognitive styles and other internal factors. Chinese L2 learners mainly use a dictionary to support self-regulated learning, those who have stronger sense and ability in using learning strategies (especially language learning strategies) will use a dictionary more effectively. Thirdly, by translating, integrating multiple entries, integrating multiple dictionary products, using a web search engine and other network resources, Chinese L2 learners use dictionary more strategically, however, because of the lack of guidance and training, certain arbitrariness and blindness are inevitable, so more attention should be paid to the importance of Chinese teachers (especially the local Chinese teachers). Finally, Chinese L2 learners have difficulties in character recognition, word decision, meaning choice, understanding the meaning of morpheme and word and etc which prevent them from using dictionary more effectively. Existing dictionary products are similar to Chinese language dictionaries, which cannot support learners in self-regulated learning, and should be further improved on the diversity of content and function, works together with other language resources and teaching materials to involve more actively in language teaching and learning. The local-groundness distincts this study from others. Several multi-factor models were built to display the interaction among dictionary product, Chinese L2 learner and their learning acts, the dictionary products and the scenario of dictionary use, as well as users’ needs in Chinese L2 learning were fully described and thoroughly explained in the study.