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The production of learners’ dictionaries raises a number of specific problems regarding the treatment of collocations and examples. It has been claimed, among other things, that example sentences should not be based exclusively on collocations. The present article argues that a clear distinction must be drawn between collocations and examples, and that, under certain conditions, collocations must also be exemplified. It discusses various approaches to the microstructural arrangement of collocations and establishes guiding principles for the choice and presentation of examples.

COLLOCATIONS AND EXAMPLES: THEIR RELATIONSHIP AND TREATMENT IN A NEW CORPUS-BASED LEARNER’S DICTIONARY