This study provides a comparative review of research on Sino-Vietnamese vocabulary, with particular attention to developments in L2 Chinese language education research and L2 Japanese language education research. Drawing on international scholarship as well as studies in L2 Chinese and L2 Japanese language education, it explores how Sino-Vietnamese knowledge has been interpreted and utilised across different research traditions. The review indicates that L2 Chinese language education research has focused largely on language transfer, learner difficulties, instructional approaches, and materials development, whereas L2 Japanese language education research has concentrated more on vocabulary inference, learning strategies, and the cognitive processes involved in lexical processing. The comparison reveals that the two traditions offer complementary perspectives. L2 Chinese language education research has accumulated substantial expertise in pedagogical practice and materials development, while L2 Japanese language education research has contributed important insights into learning strategies and cognitive mechanisms. Based on these findings, the study highlights the value of a more integrated approach to Sino-Vietnamese studies and underscores the role of Sino-Vietnamese knowledge as a linguistic resource for understanding language learning within the Sinosphere.

本文回顧漢越詞研究的發展脈絡，並比較漢語教育研究與日語教育研究中的 研究趨勢與課題。透過考察國際學界、漢語教育研究及日語教育研究的相關成果，分 析漢越語知識在不同研究傳統中的定位與應用方式。研究結果顯示，漢語教育研究主 要關注語言遷移、學習者偏誤、教學方法與教材開發，而日語教育研究則較著重於詞 彙推測、學習策略及認知機制。比較結果進一步顯示，兩種研究傳統具有互補性：漢 語教育研究累積了豐富的教學實踐與教材開發經驗，日語教育研究則深化了對學習策 略與詞彙處理機制的理解。本文主張加強不同研究傳統之間的對話與整合，並指出漢 越語知識作為語言資源，在漢字文化圈語言學習研究中具有重要價值。

Abstract
1. Introduction
2. Sino-Vietnamese Knowledge as a Linguistic Resource for L2Vocabulary Learning
    2.1. Foundations from English-language Scholarship
    2.2. Linguistic Foundations from Chinese Scholarship
3. Sino-Vietnamese Vocabulary in L2 Chinese Language Education
    3.1. Research Trends and Paradigm Shifts
    3.2. Pedagogical Applications and Materials Development Based onSino-Vietnamese Vocabulary
    3.3. Achievements and Remaining Challenges
4. Sino-Vietnamese Vocabulary in L2 Japanese Language Education
    4.1. Research Trends and Paradigm Shifts
    4.2. Major Research Themes in the Use of Sino-Vietnamese Knowledge
    4.3. Educational Applications, Materials Development, and EmergingSocial Needs
    4.4. Major Findings and Remaining Challenges
5. Comparative Discussion and Implications
    5.1. Implications of L2 Chinese Language Education Research forL2 Japanese Language Education Research
    5.2. Shared Challenges Across the Two Research Traditions
    5.3. Future Directions for Sino-Vietnamese Studies
6. Conclusion
Acknowledgements
References
<中文摘要>

• Xiuyin CHEN(Toyo University, Japan) | 陳秀茵 (東洋大學)