Review published in:
Chinese Language and Discourse
Vol. 11:1 (2020) ► pp. 156163


The Routledge Handbook of Chinese second language acquisition, edited by Chuanren Ke


Anderson, J. R.
(1995) Cognitive psychology and its implications. New York, NY: Freeman.Google Scholar
Dörnyei, Z.
(1994) Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273–284. CrossrefGoogle Scholar
Gardner, R. C., & Lambert, W. E.
(1959) Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266–272. CrossrefGoogle Scholar
(1972) Attitudes and motivation in second-language learning. Rowley, MA: Newbury House Publishers.Google Scholar
Jegerski, J.
(2013) Self-paced reading. In J. Jegerski & B. Van Patten (Eds.), Research methods in second language psycholinguistics, 20-49. New York: Routledge. CrossrefGoogle Scholar
Jiang, W.
(2009) Acquisition of word order in Chinese as a foreign language. Berlin: Mouton de Gruyter. CrossrefGoogle Scholar
[ p. 163 ]
Levelt, W. J. M.
(1993) Language use in normal speakers and its disorders. In G. Blanken, J. Dittmann, H. Grimm, J. C. Marshall, & C. W. Wallesch (Eds.), Linguistic disorders and pathologies: An international handbook (pp. 1–15). Berlin: de Gruyter.Google Scholar
Li, D., & Duff, P.
(2008) Issues in Chinese heritage language education and research at the postsecondary level. In A. W. He & Y. Xiao (Eds.), Chinese as a heritage language: Fostering rooted world citizenry (pp. 13–33). Honolulu: National Foreign Language Resource Center, University of Hawai’i at Manoa.Google Scholar