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The concept of "interlanguage" has been in existence for over 40 years, during which SLA researchers have combined variation and interlanguage to conduct many fruitful studies. "Interlanguage Variation in Theoretical and Pedagogical Perspective," authored by H. D. Adamson, covering many different aspects of interlanguage variation, is an introductory text for those interested in the field. It is composed of 9 chapters, organized into 4 parts offering theoretical and pedagogical perspectives. Each part comprises recent papers in interlanguage variation, most written by Adamson himself and some co-authored with other scholars. These papers helped to define the field of interlanguage variation in the past 40 years. The book covers various related topics. Most chapters present detailed reviews, descriptions and interpretations of relevant literature to bring quantitative SLA research into the perspective of related disciplines, help students understand the progression of intellectual development in the field, and provide the foundation for future research. The current review introduces the main contents of each part, comments on the editorial techniques, provides a critical evaluation of its contents and form, and considers the book's implications for interlanguage variation research. Generally speaking, it is an excellent introductory reader for students, teachers and researchers of interlanguage variation. [ABSTRACT FROM AUTHOR]

The article reviews the book "A Cold War Turning Point: Nixon and China 1969-1972" by Chris Tudda.

Starting from the 1990s, enthusiasm for the learning of Chinese has grown immensely and is still continuing to grow. The Office of Chinese Language Council International (known colloquially as "Hanban"), an organ of the PRC government which develops Chinese language and culture teaching resources worldwide, has established 322 Confucius Institute and 369 Confucius Classrooms in 96 countries by October 2010. As a result, relevant issues pertaining to the learning of Chinese as a foreign language are eagerly discussed and addressed. Professionals in this field have seen the urgent need in developing teachers and teaching materials to meet the requirements of the times. The Chinese Language Programme of the Centre for Language Studies at the National University of Singapore recently adopted the long-existing and widely-used textbook series, New Practical Chinese Reader. This book review intends to share insights about the application of New Practical Chinese Reader 1 in the local context, discuss some issues of concern that may arise from importing teaching materials from other countries, as well as suggest possible solutions and improvements. Firstly, this review finds that the textbook's aim of applying a communicative approach taken is well-achieved by the design of the comparative and cyclical arrangement with the constant review of language structures and functions as well as important cultural information. In general, learners in the beginning Chinese modules experience a sense of achievement which strengthens their motivation. They also demonstrate the desired proficiency in daily conversations after the designated learning period. Secondly, this review finds that the systematic study of Chinese characters in New Practical Chinese Reader 1 effectively helps beginners to establish a strong foundation for further study. The incorporation of the visual element (i.e. the drawing of character origins) in teaching characters in this new series represents a welcome step forward from the earlier series. Learners demonstrate a better grasp of the rules of formation and a stronger understanding of the derivation of meanings. Thirdly, the multimedia components of this textbook series, including the audio recordings and the DVD, increase students' interest and improve their understanding of social appropriateness in applying the language. This book review also points out some problems. They include the applicability of the book to the Singapore context, the lack of sufficient linkage in meanings from single-component characters to multi-component ones, and sequential mistakes in editing. [ABSTRACT FROM AUTHOR]