Review published In:
Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)Vol. 52:1 (2017) ► pp.93–99
Book review
Encounters: Chinese Language and Culture, 汉语和中国文化, Level 1, Annotated Instructor’s Edition 1 & 2, by Cynthia Y. Ning and John S. Montanaro
Reviewed by
Article outline
- 1.Descriptive summary
- 2.Evaluative summary
- (1)Practicality
- (2)Progressiveness
- 3.Significance and suggestions
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References
This article is currently available as a sample article.
References (7)
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Byrnes, H. (2009, September). What develops in L2 writing? An analysis through genre-based tasks. In H. Byrnes & R. Manchón (Chairs), The role of task in foreign language writing development. Colloquium conducted at the 3rd Biennial International Conference on Task-Based Language Teaching, Lancaster University, UK.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Graves, K. (2014). Syllabus and curriculum design for second language teaching. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (pp. 46–62). Boston, MA: Heinle Cengage Learning.
Long, M. (2015). Second language acquisition and task-based language teaching. Somerset, US: John Wiley & Sons, Inc.
Nunan, D. (2014). Task-based teaching and learning. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (pp. 455–470). Boston, MA: Heinle Cengage Learning.
Wang, M, & Yang, C. -L. (2008). Learning to read Chinese. In K. Keiko & A. Zehler (Eds.), Learning to read across languages: Cross-linguistic relationships in first and second language literacy development (pp. 126–153). New York: Routledge.