Chapter 1 SECOND LANGUAGE TEACHING AND CLT IN CHINA
1.1 Language and language learning
1.2 L2 teaching
Chapter 2 GRAMMAR TEACHING AND CURRENT DEVELOPMENTS IN RESEARCH ON GRAMMAR TEACHING
2.1 Teaching grammar--beneficial or detrimental?
2.2 Teaching grammar--how?
2.3 Integrating literature instruction into discourse-level PI
Chapter 3 PROCESSING INSTRUCTION IN SLA
3.1 Input-based instruction
3.2 VanPatten's IP model
3.3 Processing instruction: a description
3.4 Processing instruction versus traditional grammar instruction
3.5 Theoretical and operational issues involved in PI
Chapter 4 ROLES OF OUTPUT IN SLA
4.1 Output hypothesis
4.2 Empirical evidence of output hypothesis
4.3 Modified output
4.4 The role of output practice in PI
4.5 MOI
4.6 Summary
Chapter 5 EXTENDED PROCESSING INSTRUCTION AND EXTENDED MEANING-BASED OUTPUT INSTRUCTION
5.1 An extended input processing model
5.2 Introducing EPI
5.3 Introducing EMOI, a discourse-level meaning-based output instruction
Chapter 6 METHODOLOGY
6.1 Research questions
6.2 Participants
6.3 Target grammar feature: English simple past tense
6.4 Procedures
6.5 Materials
6.6 Assessment
6.7 Scoring
Chapter 7 RESULTS AND DISCUSSION
7.1 Results of the experiment
7.2 Discussion
Chapter 8
CONCLUSION
8.1 Theoretical and pedagogical implications of research findings
8.2 Limitations of the study
8.3 Future research directions
LIST OF REFERENCES
