chapter 1 characters, radicals, words, and vocabulary knowledge
1.1 what are characters?
1.2 what are radicals?
1.3 what are words?
1.4 what is the scope of word knowledge?

chapter 2 orthographic knowledge acquisition and instruction
2.1 phonological awareness in character recognition and pinyin learning
2.2 orthographic awareness and character learning
2.3 the role of the first language in chinese word acquisition

chapter 3 cognitive and psycholinguistic models for chinese vocabulary acquisition
3.1 cognitive processing models for word acquisition
3.2 psycholinguistic models on lexical access

chapter 4 cognitive theories and vocabulary learning
4.1 dual coding theory
4.2 cognitive load theory
4.3 level-of-processing theory
4.4 multisystem account
4.5 competition theory

chapter 5 character learning strategies and training
5.1 vocabulary learning strategies: concept and scope
5.2 studies on chinese vocabulary learning strategies
5.3 identifying and training on vocabulary learning strategies

chapter 6 a framework for cfl vocabulary instruction
6.1 fostering meaningful word learning
6.2 promoting skill automatization
6.3 adopting a three-tiered instructional approach
……
chapter 7 vocabulary instruction methods demonstration: beginning level
chapter 8 vocabulary instruction methods demonstration: intermediate level
chapter 9 vocabulary instruction methods demonstration: advanced level
appendixes
appendix a
appendix b
appendix c
appendix d

Within a short period of intensive studying of the Pinyin sounds at the initial stage of learning, students can fluently read pinyin and syllables, but this does not mean that they can also accurately and fluently read words. It takes time to make a connection between a Pinyinsound and a particular character. After initial Pinyin instruction, instructors should adopt the oral reading method during normal classroom teaching sessions, especially in the beginninglevel class. Oral reading means asking students to read lessons out loud. This is a traditionalteaching method r
oted in its linguistic, cultural, and social grounds （Tao & Zuo 1997）.Somescholars consider oral reading lead to be a form of rote memorization, but this is amisconception. Oral reading can be meaningful if used appropriately. Oral reading has two major purposes: one is to practice accurate pronunciation of each word and to establish sound to script connections; the other is to aid text comprehension. For lower level language classes, the
esson contents usually are not difficult, so oral reading mainly helps developphonological awareness of individual words, allowing accurate and fluent pronunciation of words. As Chinese has no sound-script connections in written form, it takes much more effort for learners to establish a sound-shape connection for a character. When students sound out the word, they can actually hear the sound. This aural effect will help build connections in the learner' s brain between a particular pronunciation and its corresponding character. In the classroom we may observe that western learners are not sensitive to the lexical tone that eachpiny in word carries, because this feature is absent from their native language. Reading out loud can help the instructor detect if students have pronounced the character with accuratet one, so that their pronunciation errors can be noticed. In addition, as we mentioned earliersince phonetic radicals bear no lexical tones, the best method for reading a character withaccurate tone is actually to say it out loud frequently.