Contents Chapter 1　Introduction: Key Concepts and Issues in SLA …………………1 1.1 Language Acquisition and SLA ………………………………1 1.2 Some Definitions of SLA ……………………………………2 1.3 Some Structural Characteristics of SLA ………………………3 1.4 The Literature on the Theories of SLA ………………………5 1.5 A Theoretical Approach Proposed by Spolsky ………………6 1.6　A Five-staged Model of SLA by Gass ………………………8 1.7　Theoretical Applications to L2 Teaching and Learning ………9 1.8 Some Distinctions in the Field of SLA Research ……………10 1.9 Conclusion ……………………………………………………17 Chapter 2　Views on Language, Learning and Learner ……………………20 2.1　Views on the Nature of Language ……………………………20 2.2　Views of the Language Learning Process – L1 Versus L2 ……25 2.3　Views of the Second Language Learner ………………………34 2.4　Conclusion ……………………………………………………40 Chapter 3　An Introduction to Language Acquisition ………………………42 3.1　Introduction ……………………………………………………42 3.2　Developmental Patterns in L1 Acquisition ……………………42 3.3　The Controversy Between Behaviorist and Mentalist Models …51 3.4　Developmental Patterns in L2 Acquisition …………………53 3.5　Conclusion ……………………………………………………62 Chapter 4　Recent History of SLA Research ………………………………… 64 4.1　Introduction …………………………………………………… 64 4.2　The Early Studies on Language Acquisition (to 1960s) ……… 65 4.3　The Following-up Studies in the 1970s and 1980s …………… 70 4.4　The Recent Studies on L2A (beyond 1990s) ………………… 78 4.5　Conclusion …………………………………………………… 81 Chapter 5　The UG Approach to Language Acquisition …………………… 83 5.1　Introduction …………………………………………………… 83 5.2　UG for Language Acquisition ………………………………… 83 5.3　Arguments from L1 Acquisition ……………………………… 88 5.4　What Does UG Consist of ? ………………………………… 92 5.5　Evaluation of UG-based Approaches to SLA ………………… 95 5.6　Conclusion …………………………………………………… 98 Chapter 6　Cognitive Approaches to SLA ………………………………… 101 6.1　Introduction ………………………………………………… 101 6.2　Two Main Groups of Cognitive Theorists ………………… 102 6.3　Processing Approaches …………………………………… 103 6.4　Connectionism ………………………………………………110 6.5　Theories of L2 Processing ……………………………………112 6.6　Evaluation of Cognitive Approaches to L2 Learning …………115 6.7　Conclusion ……………………………………………………117 Chapter 7　Some Other Perspectives on SLA …………………………………119 7.1　Introduction ……………………………………………………119 7.2　Functional Perspectives on L1 Learning and SLA ……………119 7.3　Functionalist Contributions to an Understanding of SLA … 122 7.4　Sociocultural Perspectives on SLA ………………………… 124 7.5　Sociolinguistic Perspectives on SLA ……………………… 129 7.6　Conclusion ………………………………………………… 134 Chapter 8　Input, Interaction and Output in SLA………………………… 136 8.1　Introduction ………………………………………………… 136 8.2　Input and Interaction in L1 Acquisition …………………… 137 8.3　Input and Interaction in SLA ……………………………… 138 8.4　Output in SLA ……………………………………………… 144 8.5　Theorizing Input, Interaction and Output Research ……… 146 8.6　Feedback, Recasts and Negative Evidence in SLA ……… 148 8.7　Evaluation: the Scope of Interactionist Research ………… 152 8.8　Conclusion ………………………………………………… 153 Chapter 9　Varied Perspectives on Interlanguage ………………………… 155 9.1　An Introduction to Interlanguage ………………………… 155 9.2　Social Aspects of IL ……………………………………… 157 9.3　Discourse Aspects of IL …………………………………… 160 9.4　Psycholinguistic Aspects of IL …………………………… 166 9.5　Conclusion ………………………………………………… 175 Chapter 10　L2 Teaching Approaches from CLT to TBLT ………………… 177 10.1　The Distinction of Language Teaching Approaches and Methods ………………………………………………… 177 10.2　The Communicative Approach and CLT in SLA Studies … 183 10.3　The TBLT and TBLL in SLA Studies …………………… 191 10.4　Conclusion ……………………………………………… 199 Chapter 11　The SLA Research on Teaching Four Language Skills ……… 202 11.1　The Connection of Four Language Skills and Language
　　Work ……………………………………………………… 202 11.2　Receptive Skills and Productive Skills Among the Four
　　Language Skills ………………………………………… 203 11.3　Integrating the Four Skills in a Language Classroom …… 209 11.4　Balancing and Integrating the Four Language Skills …… 216 11.5　Pedagogical Principles and the Four Language Skills …… 218 11.6　Conclusion ……………………………………………… 219 Chapter 12　An Introduction to Teaching Four Language Skills ………… 221 12.1　A Framework of CC Integrating the Four Skills ………… 221 12.2　Teaching L2 Listening …………………………………… 223 12.3　Teaching L2 Reading …………………………………… 228 12.4　Teaching L2 Speaking …………………………………… 233 12.5　Teaching Writing ………………………………………… 238 12.6　Conclusion ……………………………………………… 242 Chapter 13　Researches on L2 Classroom Practice (I) …………………… 244 13.1　Introduction ……………………………………………… 244 13.2　An Introduction to the History of L2 Teaching Methods … 246 13.3　Cross-language Competition Between L1 and L2 ……… 249 13.4　Some Methods Used in L2 Classroom Research ………… 251 13.5　Data Collection and Data Analysis ……………………… 256 13.6　Conclusion ……………………………………………… 261 Chapter 14　Researches on L2 Classroom Practice (II) …………………… 263 14.1　Direct Involvement of Classroom Interaction Research … 263 14.2　An Introduction to Classroom Interaction ……………… 263 14.3　Types of Language Use in Classroom Interaction ……… 267 14.4　Turn-taking in Classroom Discourse …………………… 269 14.5　Differences Between Classroom and Naturalistic Discourse … 270 14.6　The Teacher’s Role in Classroom Interaction …………… 271 14.7　Learner Participation ……………………………………… 275 14.8　Classroom Interaction in the L2 Learning ……………… 276 14.9　The Relationship Between Classroom Interaction and SLA … 279 14.10　Conclusion ……………………………………………… 280 Chapter 15　Conclusion ……………………………………………………… 283 15.1　A Brief Review of the Book ……………………………… 283 15.2　An Integrated View of SLA Research …………………… 284 15.3　Main Achievements of Recent SLA Studies ……………… 285 15.4　SLA Research and Language Education ………………… 287 15.5　Future Directions for SLA Research ……………………… 289 REFERENCES ………………………………………………………………… 293