| 摘 要： | Why do some Chinese students choose to speak their L1 at home when they are spending time, effort, and money to learn a new language and when they have been told time and again by their teachers to "speak as much English as possible"? The compatibility hypothesis (see Tharp, 1994) predicts school success for Chinese children, because their teachinglearning modes match with U.S. education practices. This may also be true of Chinese adults at school (see Park, 1997), but I would like to suggest that the typical home practices of Chinese
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