当代国外语言学与应用语言学文库：第二语言学习与教学(第4版)(第3辑)》介绍了第二语言习得研究的；些观点以及这些观点对语言教学的指导，是写给从事英语第二语言教学的教师和攻读应用语言学专业的研究生的一本专著。《当代国外语言学与应用语言学文库：第二语言学习与教学(第4版)(第3辑)》及时版出版后，在第二语言教学界产生了广泛的影响，现出版的第四版在内容上有很多更新和补充，重点论述了第二语言学习者的特点和第二语言在不问环境中的使用。
Acknowledgements Note to teachers Background .to second language acquisition research and language teaching 1.1 The scope of this book 1.2 Common assumptions of language teaching 1.3 What is second language acquisition research？ 1.4 What a teacher can expect from SLA research 1.5 Some background ideas of SLA research Discussion topics Further reading Glosses on language teaching methods 2 Learning and teaching different types of grammar 2.1 What is grammar？ 2.2 Structure words, morphemes and sequences of acquisition 2.3 The processability model 2.4 Principles and parameters grammar 2.5 L2 learning of grammar and L2 teaching 2.6 The role of explicit grammar in language teaching Discussion topics Further reading Some grammatical terms 3 Learning and teaching vocabulary 3.1 Word frequency 3.2 Knowledge of words 3.3 One word-store or two in the L2 user's mind？ 3.4 Types of meaning 3.5 Strategies for understanding and learning vocabulary 3.6 Vocabulary and teaching Discussion topics Further reading Answers to Box 3.1 4 Acquiring and teaching pronunciation 4.1 Phonemes and second language acquisition 4.2 Learning syllable structure 4.3 General ideas about phonology learning 4.4 Choosing a model for teaching pronunciation 4.5 Learning and teaching pronunciation 4.6 Learning and teaching intonation Discussion topics Further reading 5 Acquiring and teaching a new writing system 5.1 Writing systems 5.2 Spelling 5.3 Punctuation 5.4 The writing system and language teaching Discussion topics Further reading Answer to Box 5.1 Answer to Box 5.8 6 Strategies for communicating and learning 6.1 Communication strategies 6.2 Learning strategies: how do learners vary in their approaches to L2 learning？ Discussion topics Further reading Answers to Box 6.1 7 Listening and reading processes 7.1 Meaning and reading 7.2 Listening processes Discussion topics Further reading …… 8 Individual differences in L2 users and L2 learners 9 ClassroOm interaction and Conversation Analysis 10 The L2 user and the native speaker 11 The goals of language teaching 12 General models of L2 learning 13 Second language learning and language teaching styles List of coursebooks mentioned References Index
Teaching methods usually incorporate a view of L2 learning， whether implicitlyor explicitly. Grammar-translation teaching， for example， emphasizes explana-tions of grammatical points because this fits in with its view that L2 learning is theacquisition of conscious knowledge. Communicative teaching methods requirethe students to talk to each other because they see L2 learning as growing out ofthe give-and-take of communication. For the most part， teaching methods havedeveloped these ideas of learning independently from SLA research. They are notbased， for example， on research into how learners use grammatical explanationsor how they learn by talking to each other. More information about how learnersactually learn helps the teacher to make any method more effective and can putthe teacher's hunches on a firmer basis
