《牛津高阶英汉双解词典》自第6版起开始标注词源，第8版则达到231条之多。这些词源大都（至少88％）具有理据性质，故已属理据信息范畴，从而反映着国内外词典编纂的新动态。因此，本文基于词语理据论尤其是词源、理据、词典三者的交互关系，深入探究这200余条词源理据的分布、启迪、应用等议题。研究表明：《牛津高阶英汉双解词典》以元语言“origin”字样而标注词源的行为，首次突破学习型语文词典不设词源版块的旧传统，进而形成“学习型词典＋词源”的新模式；其所收录词源与理据信息的重合，更能够在理论上促进词典编纂与词语理据之间的学科融合，而且在实践上蕴含着“学习型词典＋理据信息”的辞书编写大趋势。

OALD has begun to provide some origins since its 6^th edition, and the number of which amounts to 231 ones in the 8^th edition. This act of adding origins to learner’s dictionary represents the new lexicographic trend outside China, and one of which is that 88% of these origins are characterized by the nature of lexical motivation and therefore they belong to motivational information (MI) as well. Hence, basing on the lexical motivation studies and especially on the interrelation among origin (etymon), motivation and lexicography, the paper describes the distribution of over 200 MIs, then discusses their implications for the lexical motivation research, and finally investigates the application of these MIs into the fields such as English vocabulary learning and the lexical translation between English and Chinese. It is found that the inclusion of etymons tagged with the meta-lingual word “origin” in the 8^th edition of Oxford Advanced Learner’s English-Chinese Dictionary (OALECD) is of significance at least in three senses. First, the contents of learner’s dictionary are expanding, which transcends the stereotype of not containing origins, and so it initiates the model of “learner’s dictionary + origin”. Secondly, the overlapping of origins and motivations not only facilitates the interdisciplinary integration of lexicography and foreign language teaching, etc., but also incidentally consolidates the data basis and pragmatical value of the lexical motivation study. Lastly, “learner’s dictionary + origin” precurses the lexicographic paradigm of “learner’s dictionary + MI” which may develop or even mature in the future.