ABSTRACT
This chapter introduces the application of a visual stimulation approach (VSA) for teaching and learning Chinese as a Foreign Language (CFL) in the British higher education (HE) context. It reviews the theoretical framework and focuses on the issues surrounding the use of the first language (L1) in the second language (L2) classroom, the relationship between visual cognition and language, current research in multimodality, and studies in typographical textual input enhancement (TIE) in foreign language teaching. The chapter analyses the methodology of VSA design and implementation; it details the primary resources required and the rationale behind the different stages of classroom application. It presents the students' learning outcomes in order to demonstrate their progress and achievement following the VSA approach. Their performance is considered in relation to their reading comprehension, writing and grammar levels and their expected learning outcomes when taught using more traditional teaching methods.
