第二语言习得研究与外语学习

chapter one puzzles in sla .
1.1 a recent acronym
1.2 sla as a field of learning
1.3 issues for exploration
1.3.1 description
1.3.2 explanation
1.3.2.1 external factors
1.3.2.2 internal factors
1.4 the organization of this book
1.5 the use of this book
chapter two the influence of behaviorism
2.1 the "interference" of l1
2.1.1 pronunciation
2.1.2 syntax
2.1.3 semantics and pragmatics
2.2 the behaviorist understanding of sla
2.2.1 "rat psychology"
2.2.2 the audio-lingual method
2.3 contrastive analysis
2.3.1 its strong form and weak form
.2.3.2 decline in popularity
2.4 criticism from empirical research
2.5 conclusion
chapter three the "chomskyan revolution"
3.1 introduction
3.2 chomskyan linguistics
3.2.1 response to behaviorism
3.2.2 abc of universal grammar
3.2.3 the innateness hypothesis
3.2.4 the hypothesis-testing hypothesis
3.2.5 a simple chronology
3.3 criticisms of chomskyan linguistics
3.3.1 piaget's debate with chomsky
3.3.2 the criticisms that never go away
3.4 interlanguage hypothesis
3.4.1 the coining of the word
3.4.2 insights from fla research
3.5 error analysis
chapter four natural order and comprehensible input
4.1 introduction
4.2 natural order hypothesis
4.3 morpheme studies and their findings
4.3.1 finding the acquisition sequence
4.3.2 some specific findings
4.3.3 pienemann's study
4.4 problems with error analysis and
morpheme studies
4.5 comprehensible input hypothesis
4.5.1 the "i+1" theory
4.5.2 flaws in krashen
chapter five variability in performance and acquisition
5.1 introduction
5.2 variability in l1 use
5.2.1 labor vs. chomsky
5.2.2 social dialects of new yorkers
5.3 variability in l2 learner language
5.3.1 rod ellis study （1987）
5.3.2 foster and skehan study （1996）
5.4 role of variability in sla
5.5 learner variation
5.5.1 age
5.5.2 cognitive style
5.5.3 personality
5.5.4 attitudes and motivation
5.5.5 aptitude
5.6 research into the origin of aptitude： a conclusion
chapter six input and interaction
6.1 introduction
6.2 terminology
6.3 input and interaction in l1 acquisition
6.4 input and interaction in natural settings
6.4.1 foreigner talk
6.4.2 the ft controversy
6.4.3 ways of meaning negotiation
6.5 input and interaction in classroom settings ..
6.6 effects of input and interaction on sla
6.6.1 the frequency hypothesis
6.6.2 the vertical constructions
6.6.3 the learning of formulaic sequences
6.6.4 the interaction hypothesis
6.7 criticism of the interaction hypothesis
6.8 swain's output hypothesis
6.9 empirical studies on the role of interaction
6.9.1 studies by rod ellis et al. （1994， 1995）
6.9.2 the lyster and ranta study （1997）
chapter seven learner strategies
7.1 introduction
7.2 difficulty with definition
7.3 production strategies
7.3.1 planning and monitoring
7.3.2 the strategy of using formulaic language
7.4 communication strategies
7.4.1 achievement strategies
7.4.2 reduction strategies
7.4.3 some comments
7.5 learning strategies
7.6 the role of memorization strategies
chapter eight noticing the native spearer selection
8.1 introduction
8.2 the noticing hypothesis
8.2.1 background
8.2.2 explaining the "wes phenomenon"
8.2.3 the use of compensatory strategy
8.3 effects of the noticing hypothesis
8.3.1 the role of instruction
8.3.2 impact on empirical research
8.4 noticing the native speaker selection
8.5 a new model of language
chapter nine developing l2 literacy： reading
9.1 introduction
9.2 mainstream approaches to literacy development
9.2.1 reading by ear or by eye
9.2.2 the bottom-up model
9.2.3 the top-down model
9.2.4 the interactive model
9.2.5 influence on l2 reading instruction
9.3 post-modernist approaches： recent development
9.3.1 critical literacy
9.3.2 reader-response theory
9.4 reading for meaning vs. reading for l2 learning
chapter ten developing l2 literacy： writing
10.1 introduction
10.2 l2 writing. process and product approaches
10.3 l2 writing as compared to l1 writing
10.4 the bandwagon of contrastive rhetoric
10.4.1 culture-dependent "thought patterns"
10.4.2 problems with the research
10.4.3 causes of l2 rhetorical problems
10.4.4 attraction to learners and teachers
10.5 developing l2 literacy skills
10.5.1 inadequacy of the pipeline model
10.5.2 writing as reader
references
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