This study conducts an acquisition-based evaluation of four
primary-school English textbook series used on a nationwide scale
in mainland China. The evaluation aims to determine whether the
sequencing of grammatical structures in the four textbook series
is compatible with the L2 learning sequence stipulated in
Processability Theory (PT) (Pienemann, 1998, 2005).
L2 acquisition cannot occur without input, and textbooks serve as
the primary form of input...[Show more]
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