本研究通过对五个省份六所大学九名教师自然发生的课堂教学进行14.5小时的录音视频记录，最初开发了CS-SETT框架，以全面展示CS在英语教师谈话中的使用。除了一种新确定的模式外，该框架中的第一个主要发现是，教师在相关模式中，以面向教学目标的方式进行CS操作的细微差别，也揭示了CS在特定模式中是一种（嵌入的)互动特征。开发的框架增加了对CS在学习机会和CIC方面使用的理解;此外，研究结果还强调了CS序列位置、韵律线索和或其他语音设备〈如ty标记、汉语语气词〉的重要性。最后，这项研究有助于我们理解跨语言现象，并对改善英语教学，尤其是单语国家的英语教学提出了建议。

左苗苗，Miaomiao Zuo holds a PhD degree inEducation and Applied Linguistics, and isa lecturer at Anyang Normal University.Her research interests include classroomdiscourse and teacher development,English language teaching pedagogy, andcritical thinking.

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
4.4.5 Limitations of CA
4.4.6 Applying CA in the current study
4.5 Data Coding
4.5.1 Mode detection: Applying Stivers' （2015） CA-grounded formal coding approach
4.5.2 Initially unmotivated coding of CS features: CA analytical approach
4.6 Potential Methodological Concerns and Justification
4.6.1 CA: Looking at intentions/standards of CS
……
Chapter 5 Research Design
Chapter 6 CS in Managerial Mode
Chapter 7 CS in Materials Mode
Chapter 8 CS in Skills and Systems Mode and in Materials-based Skills & Systems Mode
Chapter 9 CS in Classroom Context Mode
Chapter 10 CS within Modes: A Comparative Summary
Chapter 11 Discussion
Chapter 12 Conclusion