本教材以章节的形式论述国外“第二语言习得”领域近半个世纪以来的研究历程。全书既全面、详细地介绍语言习得的理论创建与发展、儿童母语习得过程、二语/外语学习理论以及二语课堂教学研究等方面的成果,又综合、客观地反映认知学、心理学、社会文化学等领域对第二语言习得与发展的不同视角与观点。
本教材适合高等院校英语专业本科生、研究生以及中小学英语教师学习和使用。

Chapter 1 Introduction: Key Concepts and Issues in SLA
1.1 Language Acquisition and SLA
1.2 Some Definitions of SLA
1.3 Some Structural Characteristics of SLA
1.4 The Literature on the Theories of SLA
1.5 A Theoretical Approach Proposed by Spolsky
1.6 Theoretical Applications to L2 Teaching and Learning
1.7 Some Distinctions in the field of SLA Research
1.8 Conclusion
Points for Thinking
Further Reading
Chapter 2 Views on Language, Learning and Learner
2.1 Views on the Nature of Language
2.2 Views of the Language Learning Process -- L1 versus L2
2.3 Views of the Second Language Learner
2.4 Conclusion
Points for Thinking
Further Reading
Chapter 3 An Introduction to Language Acquisition
3.1 Introduction
3.2 Developmental Patterns in L1 Acquisition
3.3 The Controversy between Behaviorist and Mentalist Models
3.4 Developmental Patterns in L2 Acquisition
3.5 Conclusion
Points for Thinking
Further Reading
Chapter 4 Recent History of SLA Research
4.1 Introduction
4.2 The Early Studies on Language Acquisition (to 1960s)
4.3 The Following-up Studies in 1970s and 1980s
4.4 The Recent Studies on L2A (beyond 1990s)
4.5 Conclusion
Points for Thinking
Further Reading
Chapter 5 The UG Approach to Language Acquisition
5.1 Introduction
5.2 Universal Grammar (UG) for Language Acquisition
5.3 Arguments from First Language Acquisition
5.4 What Does UG Consist of?.
5.5 Evaluation of UG-based Approaches to SLA
5.6 Conclusion
Points for Thinking
Further Reading
Chapter 6 Cognitive Approaches to SLA
6.1 Introduction
6.2 Two Main Groups of Cognitive Theorists
6.3 Processing Approaches
6.4 Connectionism
6.5 Theories of L2 Processing
6.6 Evaluation of Cognitive Approaches to L2 Learning
6.7 Conclusion
Points for Thinking
Further Reading
Chapter 7 Some Other Perspectives on SLA
7.1 Introduction
7.2 Functional Perspectives on L1 Learning and SLA
7.3 Functionalist Contributions to an Understanding of SLA
7.4 Sociocultural Perspectives on SLA
7.5 Sociolinguistic Perspectives on SLA
7.6 Conclusion
Points for Thinking
Further Reading
Chapter 8 Input, Interaction and Output in SLA
8.1 Introduction
8.2 Input and Interaction in L1 Acquisition
8.3 Input and Interaction in SLA
8.4 Output in SLA
8.5 Theorizing Input, Interaction and Output Research
8.6 Feedback, Recasts and Negative Evidence in SLA
8.7 Evaluation: The Scope of Interactionist Research
8.8 Conclusion
Points for Thinking
Further Reading
Chapter 9 Varied Perspectives on lnterlanguage
9.1 An Introduction to Interlanguage
9.2 Social Aspects of IL
9.3 Discourse Aspects of IL
9.4 Psycholinguistic Aspects of IL
9.5 Conclusion
Points for Thinking
Further Reading
Chapter 10 Researches on L2 Classroom Practice(I)
10.1 Introduction
10.2 An Introduction to the History of L2 Teaching Methods
10.3 Cross-language Competition between L1 and L2
10.4 Some Methods Used in L2 Classroom Research
10.5 Data Collection and Data Analysis
10.6 Conclusion
Points for Thinking
Further Reading
Chapter 11 Researches on L2 Classroom Practice(II)
11.1 Direct Involvement of Classroom Interaction Research
11.2 An Introduction to Classroom Interaction
11.3 Types of Language Use in Classroom Interaction
11.4 Turn Taking in Classroom Discourse
11.5 Differences between Classroom and Naturalistic Discourse
11.6 The Teacher's Role in Classroom Interaction
11.7 Learner Participation
11.8 Classroom Interaction in the L2 Learning
11.9 The Relationship between Classroom Interaction and SLA
11.10 Conclusion
Points for Thinking
Further Reading
Chapter 12 Conclusion
12.1 A Brief Review of the Book
12.2 An Integrated View of SLA Research
12.3 Main Achievements of Recent SLA Research
12.4 SLA Research and Language Education
12.5 Future Directions for SLA Research
Points for Thinking
Further Reading
REFERENCES