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Chapter 1£º Introducticon 1£®1 Problem Formulation 1£®1£®1 Character learning 1£®1£®2 Word learning 1£®1£®3 Summary 1£®2 Outline of the Book Chapter 2£º Background Information 2£®1 Theoretical Foundation 2£®2 Chinese Writing System 2£®2£®1 A multilevel activation framework 2£®2£®2 Characters and radicals in Chinese 2£®2£®3 Morphemes and word formation in Chinese 2£®3 Conceptualizations of Key Constructs 2£®3£®1 Radical awareness 2£®3£®2 Morphological awareness 2£®3£®3 Word-meaning inference 2£®3£®4 Linguistic knowledge 2£®3£®5 Semantic transparency Chapter 3£º RadicaI Awareness Development of L2 Chinese Learners in the U£®S 3£®1 Study ¢ñ£º Clunese as a Heritage Learners vs£®Non-heritage Learners 3£®1£®1 Introduction 3£®1£®2 Literature review 3£®1£®3 Method 3£®1£®4 Results 3£®1£®5 Discussion 3£®2 Study ¢ò£ºStronger vs£® Weaker Learners of Chinese Characters 3£®2£®1 Introduction 3£®2£®2 Literature review 3£®2£®3 Method 3£®2£®4 Results 3£®2£®5 Discussion 3£®3 Pedagogical Implications and Limitations 3£®3£®1 Pedagogical implications 3£®3£®2 Limitations Chapter 4£º Character Meaning Retention in L2 Chinese 4£®1 Study ¢ñ£º Joint Contributions of Multilevel Linguistic Knowledge ¡­¡­ Chapter 5£º Word-meaning Inference in L2 Chinese Chapter 6£º Word Learning in L2 Chinese Chapter 7£º Summary of Findings REFERENCES APPENDICES