Enhancing a Pre‐Service L2 Chinese Teacher's Knowledge and Skills in Teaching Pragmatics Through a Professional Development Course
This study reports a case study on the development of a pre‐service second language (L2) Chinese teacher's knowledge and skills in teaching pragmatics through a 15‐week professional development (PD) course. From a sociocultural perspective, the course was designed to (a) provide the teacher with extensive exposure to...