Anderson, J. (1993). Is a communicative approach practical for teach ing English in China? Pros and cons. System, 21, 471-480. http://dx.doi.org/10.1016/0346-251X(93)90058-O
 Bax, S. (2003). The end of CLT: A context approach to language teach ing. ELT Journal, 57, 278-287. http://dx.doi.org/10.1093/elt/57.3.278
 Canale, M., & Swain, M. (1980). Theoretical bases of communicating approaches to second language teaching and testing. Applied Lin guistics, 1, 1-47. http://dx.doi.org/10.1093/applin/1.1.1
 Cortazzi, M., & Jin, L. X. (1999). Cultural mirrors: Materials and me thods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 196-219). Cambridge: Cam bridge University Press.
 Ellis, G. (1996). How culturally appropriate is the communicative ap proach? ELT Journal, 50, 213-218. http://dx.doi.org/10.1093/elt/50.3.213
 Harvey, P. (1985). A lesson to be learned: Chinese approaches to lan guage learning. ELT Journal, 39, 7-9. http://dx.doi.org/10.1093/elt/39.3.183
 Jin, L. X., & Cortazzi, M. (1998). The culture the learner brings: A bridge or a barrier? In M. Byram, & M. Fleming (Eds.), Language learning in intercultural perspective: Approaches through drama and ethnography (pp. 98-118). Cambridge: Cambridge University Press.
 Lewis, M., & McCook, F. (2002). Cultures of teaching: Voices from Vietnam. ELT Journal, 56, 146-152. http://dx.doi.org/10.1093/elt/56.2.146
 Li, X. J. (1984). In defence of the communicative approach. ELT Jour nal, 38, 2-13.
 Maley, A. (1984). On chalk and cheese, babies and bathwater and squared circles: Can traditional and communicative approaches be reconciled? In P. Larson, E. Judd, & D. Messerschmitt (Eds.), On TESOL ’84: A brave new world for TESOL. Selected papers from the Eighteenth Annual Convention of TESOL (pp. 6-11). Houston, TX.
 Rao, H. Z. (2002). Chinese students’ perceptions of communicative and non-communicative activities in EFL classroom. System, 30, 85-105. http://dx.doi.org/10.1016/S0346-251X(01)00050-1
 Scollon, S. (1999). Not to waste words or students: Confucian and So cratic discourse in the tertiary classroom. In E. Hinkel (Ed.), Culture in second language leaching and learning (pp. 13-27). Cambridge: Cambridge University Press.