Prospects for Evidence-Based L2 Chinese Teaching Practice in Sweden: A Progression Sequence Analysis of Grammatical Items in Chinese Textbooks
This study was motivated by the current vulnerable status of Chinese taught as a second language in Swedish gymnasium education, calling for further knowledge on how theories on second language (L2) acquisition can benefit instruction on L2 Chinese. Since language textbooks often constitute the curriculum in Swedish classrooms, two Chinese textbooks were targeted for analysis in terms of the seque