包邮第二语言习得导论-英文版

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