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【书名】：Basic Color Terms: Their Universality and Evolution

【作者】：Brent Berlin, Paul Kay

【年份】：1999年

【出版社】：CSLI Publications

【简介】：The work reported in this monograph was begun in the winter of 1967 in a graduate seminar at Berkeley. Many of the basic data were gathered by members of the seminar and the theoretical framework presented here was initially developed in the context of the seminar discussions. Much has been discovered since1969, the date of original publication, regarding the psychophysical and neurophysical determinants of universal, cross-linguistic constraints on the shape of basic color lexicons, and something, albeit less, can now also be said with some confidence regarding the constraining effects of these language-independent processes of color perception and conceptualization on the direction of evolution of basic color term lexicons.

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【书名】：The Word Color Survey

【作者】：Paul Kay等

【年份】：2009年

【出版社】：CSLI Publications

【简介】：The 1969 publication of Brent Berlin and Paul Kay's Basic Color Terms proved explosive and controversial. Contrary to the then-popular doctrine of random language variation, Berlin and Kay's multilingual study of color nomenclature indicated a cross-cultural and almost universal pattern in the selection of colors that received abstract names in each language. The ensuing debate helped reform the views of anthropologists, linguists, and psychologists alike. After four decades in print, Basic Color Terms now has a sequel: in this book, the authors authoritatively extend the original survey, studying 110 additional unwritten languages in detail and in situ. The results are presented with charts showing the overall palette of color terms within each language as well as the levels of agreement among speakers.

【书名】：The Routledge Handbook of Chinese Language Teaching
 【作者】：Chris Shei, Monica E. McLellan Zikpi, Der-Lin Chao

【年份】：2018年

【出版社】：Routledge出版社

【简介】：The Routledge Handbook of Chinese Language Teaching defines Chinese language teaching in a pedagogical, historical, and contemporary context. Throughout the volume, teaching methods are discussed, including the traditional China-based approach, and Western methods such as communicative teaching and the immersion program. The Handbook also presents a pedagogical model covering pronunciation, tones, characters, vocabulary, grammar, and the teaching of listening, speaking, reading, and writing. The remaining chapters explore topics of language assessment, technology enhanced instruction, teaching materials and resources, Chinese for specific purposes, classroom implementation, social contexts of language teaching and language teaching policies, and pragmatics and culture. Ideal for scholars and researchers of Chinese language teaching, the Handbook will benefit educators and teacher training programs. This is the first comprehensive volume exploring the growing area of Chinese language pedagogy.

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