ABSTRACT
This chapter describes vocabulary in CFL starting from the specific features of this language, with reference to the debate concerning the unit and tackling the issue of how much vocabulary is needed. It describes the main findings on Chinese vocabulary acquisition. The features of Chinese word formation affects the choices made in teaching vocabulary, where some knowledge on Chinese morphology is eventually provided in order to understand the structure of Chinese words better. The main tendency in CFL teaching is to assume that the word is the basic lexical unit, as confirmed by the vast majority of handbooks available. This approach is regarded as representative of the tradition in pedagogical studies and is responsible for relegating vocabulary instruction to a marginal position compared to grammar. Discrepancies in vocabulary quantification are not rare since the valuation can be made according to different criteria and is therefore subject to variation.
