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Can Differential Processing of L2 Vocabulary Inform the Debate on Teacher Code-Switching Behaviour? The Case of Chinese Learners of English

  • Macaro E
  • Guo T
  • Chen H
  • et al.
Palgrave Macmillan UK, (2009), 125-146
DOI: 10.1057/9780230242258_8
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Abstract

For a number of years second language acquisition researchers at the University of Oxford have been concerned with establishing ‘optimal’ (or ‘principled’) first language (L1) use by teachers in the second language (L2) classroom. This...

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Macaro, E., Guo, T., Chen, H., & Tian, L. (2009). Can Differential Processing of L2 Vocabulary Inform the Debate on Teacher Code-Switching Behaviour? The Case of Chinese Learners of English. In Vocabulary Studies in First and Second Language Acquisition (pp. 125–146). Palgrave Macmillan UK. https://doi.org/10.1057/9780230242258_8

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