Abstract:There is a lack of research on evidence-based intervention to the issue of L2 variations at secondary schools. This study embarks on some conceptual problems of L2, proposing a four-quadrant model of language processes. This model provides a framework to identify students’ L2 developmental stages. With an action research method, the data were collected from 126 Australian students of Chinese language over a 4-year period (2016–2020). The main instruments were questionnaires, class observations, informal interv… Show more
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