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Abstract Based on the design feature framework of Chinese–English (C–E) learners’ dictionaries (with some modifications made) proposed by Zhang and Hu (2023), this study aims to review the design features of the microstructures of two popular C–E learners’ dictionaries published in China. The results show: 1) the two dictionaries do not distinguish between Chinese and foreign users, nor do they specify target users’ language proficiency; 2) some information items and their contents are not appropriately included and treated, even contrary to the primary function of the two dictionaries; 3) the ordering principles of senses, English equivalents and examples are not pertinent to the primary function of the two dictionaries, or even without any principles at all. The cause of the problems in the two dictionaries lies in the neglect of the study and application of systematic design feature frameworks. Therefore, in compiling C–E learners’ dictionaries, lexicographers should strengthen the study and application of systematic design feature frameworks.
Jun et al. (Sat,) studied this question.