Chapter 1 SECOND LANGUAGE TEACHING AND CLT IN CHINA 1
1.1 Language and language learning 1
1.2 L2 teaching 6
Chapter 2 GRAMMAR TEACHING AND CURRENT DEVELOPMENTS IN RESEARCH ON GRAMMAR TEACHING 22
2.1 Teaching grammar—beneficial or detrimental? 22
2.2 Teaching grammar—how? 24
2.3 Integrating literature instruction into discourse-level PI 32
Chapter 3 PROCESSING INSTRUCTION IN SLA 35
3.1 Input-basedinstruction 35
3.2 VanPatten's IP model 37
3.3 Processing instruction：a description 44
3.4 Processing instruction versus traditional grammar instruction 46
3.5 Theoretical and operational issues involved in PI 52
Chapter 4 ROLES OF OUTPUT IN SLA 60
4.1 Output hypothesis 60
4.2 Empirical evidence of output hypothesis 62
4.3 Modified output 65
4.4 The role of output practicein PI 67
4.5 MOI 68
4.6 Summary 74
Chapter 5 EXTENDED PROCESSING INSTRUCTION AND EXTENDED MEANING-BASED OUTPUT INSTRUCTION 75
5.1 An extended input processing model 75
5.2 Introducing EPI 76
5.3 Introducing EMOI,a discourse-level meaning-based output instruction 121
Chapter 6 METHODOLOGY 128
6.1 Research questions 128
6.2 Participants 129
6.3 Target grammar feature：English simple past tense 132
6.4 Procedures 135
6.5 Materials 139
6.6 Assessment 156
6.7 Scoring 158
Chapter 7 RESULTS AND DISCUSSION 159
7.1 Results of the experiment 159
7.2 Discussion 175
Chapter 8 CONCLUSION 184
8.1 Theoretical and pedagogical implications of research findings 184
8.2 Limitations of the study 191
8.3 Future research directions 192
LIST OF REFERENCES 193