This book explains the process, cognitive models and characteristics of Western learners’ acquisition of Chinese words from the perspectives of cognitive psychology, psycholinguistics, and communicative linguistics, and uses a large number of vivid teaching examples to show how to put the theory into teaching practice. On the basis of theoretical and empirical research, the author proposes two highly operable Chinese second language word teaching models. This book is mainly aimed at second-language educators of Chinese, and can also be used as an ideal textbook for students majoring in Chinese international education.