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-basedinstruction

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 practicein 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