Extensive Reading Coursebooks in China.
This article reports on a principle-based evaluation of eight dedicated extensive reading coursebooks published in mainland China and used in many universities across the country. The aim is to determine the extent to which these coursebooks reflect a core set of nine second language acquisition and...
| Publicado en: | RELC Journal Vol. 46; no. 3; pp. 255 - 274 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Sage Publications, Ltd.
Dec2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=111190432&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 111190432 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00336882 5NY jtl: RELC Journal issn: 00336882 maglogo: Y pubinfo: dt: Dec2015 vid: 46 iid: 3 pid: 2171 pub: Sage Publications, Ltd. artinfo: ui: 111190432 10.1177/0033688215609216 ppf: 255 ppct: 19 formats: tig: atl: Extensive Reading Coursebooks in China. aug: au: Renandya, Willy A. Hu, Guangwei Xiang, Yu affil: National Institute of Education, Nanyang Technological University, Singapore College of Foreign Studies, Yangzhou University, China su: Reading research Courseware Universities & colleges Education Language acquisition China sug: subj: China Reading research Courseware Universities & colleges Education Language acquisition keyword: Coursebook evaluation Extensive reading Intensive reading L2 proficiency SLA principles ab: This article reports on a principle-based evaluation of eight dedicated extensive reading coursebooks published in mainland China and used in many universities across the country. The aim is to determine the extent to which these coursebooks reflect a core set of nine second language acquisition and extensive reading principles. Our analysis shows that while some of the coursebooks contain features that comply with these principles to an extent, the rest exhibit features of traditional intensive reading coursebooks. Most of these coursebooks contain reading materials that are linguistically too demanding and tasks that are cognitively and affectively unappealing. As a result, they are unlikely to achieve their designated purposes. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2015 holdings: @attributes: islocal: N |
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