Over the past two decades, Chinese chunk research has evolved from a theory into a specialized discipline within the field of teaching Chinese as a second language. This paper systematically outlines the development of research on Chinese chunks from 2001 to 2025, objectively evaluates existing advances, and identifies critical research gaps that hinder further disciplinary advancement. Adopting a thematic analysis approach, this study provides an in-depth review of 78 publications, covering two primary themes: theoretical and empirical research of Chinese chunks and Chinese chunk-based instruction. The results indicate that the academic community has successfully established a localized "construction-chunk" analytical framework; meanwhile, psycholinguistic empirical studies have confirmed the processing advantage of chunks while revealing a persistent recognition-production gap among second language learners. Regarding instructional implementation, the chunk-based instruction has demonstrated significant efficacy in enhancing learners' oral fluency, writing accuracy, and grammatical mastery. However, empirical research in listening and reading remains scarce, and current textbooks exhibit systemic deficiencies in chunk sequencing and recycling mechanisms. Structural issues persist in the field, including the fragmentation of classification systems, the homogeneity of participant samples, and uneven development across subfields. The proposed future directions, such as developing multidimensional classification standards and expanding international participant coverage, offer significant guidance for optimizing curriculum systems, textbook compilation, and classroom instructional practices in International Chinese Language Education.
Wang et al. (2026) studied this question.