This book investigates first language (L1) and second language (L2) use in Chinese university classrooms, focusing on the experiences of four Chinese EFL teache

This thesis reports on Chinese EFL teachers’ cognitions and practices about grammar teaching in university English classrooms in China. Teachers’ cognitions

While assessment and feedback tend to be treated separately in the L2 writing literature, this book brings together these two essential topics and examines how

This collection brings together a series of empirical studies on topics surrounding classrooms of Chinese as a second language (L2) by drawing on a range of the

Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English