Studies on Learning and Teaching Chinese as a Second Language represents the current advances in the field. It showcases theoretically motivated empirical studies and diverse methods used for a better understanding of how Chinese language is acquired as a second or foreign language. This contributes to L2 acquisition research in general and L2 Chinese specifically. Furthermore, this research is useful for teachers seeking to understand their students' learning processes and adjust their pedagogical approach for more effective instruction. The book bridges the gap between research and instruction by providing pedagogical implications rooted in empirical findings.

Research in second language acquisition of Chinese: an introduction /Xiaohong Wen -- Heterogeneity of early language experiences and word-knowledge development in Chinese as a heritage language learners / Haomin Zhang and Keiko Koda -- Requests in Chinese by heritage and foreign language learners / Xiaohong Wen -- Context and chinese colloquial idiom comprehension / Yu Li -- L1 influence on coherence-building skills in L2 Chinese reading / Liu Li -- Processing relative clauses in Chinese as a second language / Yun Yao -- An inter-tonal effect in second language Cinese contour tones / Hang Zhang -- L2 acquisition of zaip by native English speakers / Yang Zhao and Tingna Liu -- Functional perspective of Chinese learners' language use on social media / Shenggao Wang -- Student-teacher goal alignment: conceptualizing, measuring, and determining its effect on interaction and motivation / Zhongqi Shi, Xiaodong Lin, and Ruobing Wei -- Measurement quality of an instructor-developed CFL summative assessment instrument: an exploratory pilot study / Shuai Li.