Challenges encountered by Chinese ESL learners in L2 acquisition: Problems and solutions from complementary perspectives

Mable Chan (Editor), Alessandro G. Benati (Editor)

Research output: Book/ReportBook or reportpeer-review

1 Citation (Scopus)


This book provides a blended approach in outlining the properties of grammatical knowledge that have been causing difficulty to Chinese speaking learners, including tense and aspect, articles, passives, unaccusatives, plurality and motion verbs. It explains from different linguistics perspectives how these constraints/difficulties might be dealt with. It also offers readers a comprehensive account of these problems, and outlines the possible pedagogical solutions teachers can try in the classroom. These topics are selected because they bring substantial challenges and difficulties to Chinese English as a Second Language (ESL) learners. This book bridges the gap between acquisition theory and language pedagogy research, benefiting not just language learners but language teachers around the world, and all those who would like to witness collaboration between second language acquisition theory and second language teaching practice in general. It initiates future work in which researchers from different fields with diverging theoretical perspectives and methodological approaches will be able to develop studies that are compatible with each other. This overall can facilitate our understanding of second language acquisition, and how instruction might help.
Original languageEnglish
Place of PublicationSingapore
Number of pages353
ISBN (Electronic)9789811653322
ISBN (Print)9789811653315
Publication statusPublished - 2 Aug 2022

User-Defined Keywords

  • Second language acquisition
  • Functional categories
  • Explicit instruction
  • Implicit instruction
  • Processing instruction
  • Tense and aspect
  • Unaccusatives
  • English as a second language


Dive into the research topics of 'Challenges encountered by Chinese ESL learners in L2 acquisition: Problems and solutions from complementary perspectives'. Together they form a unique fingerprint.

Cite this