Chapter 1 Introduction
1.1 Overview of the Research
1.2 Research Context at Mainland Chinese Universities
1.3 Objectives and Research Question
1.4 Research Methodology and Design
1.5 Organisation of the Book
Chapter 2 Literature Review
2.1 Introduction
2.2 Second Language （L2） Classroom Interaction and Learning: A Conversation Analytic Perspective
2.2.1 CA and L2 classroom interaction
2.2.2 Characterising the organisation of L2 classroom interaction
2.2.3 Classroom interactional competence （CIC）: A perspective to understand L2 classroom teaching
2.2.4 Learning and learning opportunities in the L2 classroom
2.3 Code-switching （CS） in L2 Classroom Interaction
2.4 Starting Point of the Current Study: Linking CS Re-evaluation to CIC
2.5 Determining CS and Classroom CS
2.5.1 Translanguage/Translanguaging
2.5.2 CS and classroom CS
2.6 CA Studies on Classroom CS
2.6.1 On bilingual CS
2.6.2 On CS in the L2 classroom
2.7 Studies on CS Patterns
2.8 Studies Relating CS to CIC and Learning Opportunities
2.9 Studies on CS in Chinese EFL Settings
2.10 Identifying the Research Space
2.11 Summary
Chapter 3 Self-Evaluation of Teacher Talk （SETT） Model
3.1 Introduction
3.2 Variable Approach to L2 Classroom Interaction
3.3 Self-Evaluation of Teacher Talk （SETT）
3.3.1 Managerial mode
3.3.2 Materials mode
3.3.3 Skills and systems mode, and materials-based skills & systems mode
3.3.4 Classroom context mode
3.3.5 Critical reflections on mode
3.4 SETT as a Way to Understand CIC and Learning Opportunities
3.5 Why SETT in the Current Study
3.6 Evaluation by 'Self' and 'Non-self' under SETT: A Reflection
3.7 Summary
Chapter 4 Methodology
4.1 Introduction
4.2 The Research Question and an Overview of the Research Methodology
4.2.1 The research question
4.2.2 A diagram of the overall research methodology
4.3 Applying SETT as a Methodological Tool
4.4 Conversation Analysis （CA）
4.4.1 CA and ethnomethodology
4.4.2 Interactional organization mechanism
4.4.3 Employing CA in practice
4.4.4 Significance of CA
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