Abstract
The use of diverse and dynamically-updated word lists in teaching Chinese as a second language is needed to promote the development of Chinese overseas and to respond to the increasingly diversified aims of Chinese language learners; it also marks the gradual maturation of the subject of teaching Chinese as a second language. Approaches to the diversity of word lists for teaching Chinese as a second language, as well as theories and methods of dynamic updating, are presented and analyzed.
| Keywords: | teaching Chinese as a second language; word list; diversity; dynamic updating |
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