本书共分11章，可分为三部分。第一部分包括第一、二、三章，目的是为读者了解第二语言习得的方式和过程，本部分首先讨论了第二语言习得的学科定位、性质以及主要涵盖内容，然后论述了对比分析体现的行为主义的语言习得观和学习者语言的本质特征等。第四章到第九章内容构成了本书的第二部分，也是本书的重点。编者分别从学习者外部因素、学习者内部因素以及学习者个人因素三个角度详细阐释了第二语言习得的过程。第三部分包括第九、十、十一章，本部分主要从教学法的角度出发，探讨了课堂环境中的二语习得，着重分析了“输入式”教学和“输出式”教学对二语习得所起的不同作用，最后指出了二语习得发展前景的多视角性质。本书可以作为广大外语教师、研究人员和高等学校外语专业本科生和研究生的教材或参考书，以便他们了解该学科的知识体系和国内外最新研究动态，发现研究问题。

Chapter 1 Introduction

 1．1 Defining second language acquisition (SLA)

 1．2 Second language and foreign language

 1．3 Second language acquisition and language teachers

 1．4 The scope of SLA research

 1．5 Outline of the book

Chapter 2 Contrastive Analysis and Error Analysis

2．1 Behaviorism

2．2 Contrastive Analysis

2．2．1 The procedure of CA

2．2．2 The strong and weak form of CA

2．2．3 A critique of CA

2．3 Errors Analysis

2．3．1 The procedure of EA

2．3．2 AcritiqueofEA

Chapter 3 Interlanguage Studies

 3．1 Introduction

 3．2 Variability in interlanguage

3．2．1 Form and function

3．2．2 Free variability

3．2．3 Systematic variability

 3．3 Developmental patterns

3．3．1 Acquisition order． Morpheme studies

3．3．2 Acquisition sequence

 3．4 Summary

Chapter 4 The Monitor Model

 4．1 The Acquisition-Learning Hypothesis

 4．2 The Monitor Hypothesis

 4．3 The Natural Order Hypothesis

 4．4 The Input Hypothesis

 4．5 The Affective Filter Hypothesis

Chapter 5 Sociolinguistic Perspectives on SLA

 5．1 Stylistic continuum theory

 5．2 Accommodation theory

 5．3 John Schumann's Acculturation Model

 5．4 Nativization Model

 5．5 Social identity and investment theory

Chapter 6 Input and Interaction in SLA

 6．1 Foreigner talk

 6．2 Scaffolding and zone of proximal development

 6．3 Interaction hypothesis

 6．4 Comprehensible output theory

Chapter 7 Psycholinguistic Perspectives on SLA

 7．1 First language transfer

 7．2  Communication strategies in L2 use

 7．3 The perceptual saliency approach

7．3．1 Operating principles

7．3．2 Learnability/teachability theory

Chapter 8 Linguistics and SLA: Universal Grammar Approach

 8．1 Linguistic universals and L1 acquisition

 8．2 Universal Grammar and SLA

 8．3 Four theoretical positions on UG

8．3．1 No access hypothesis

8．3．2 Full access hypothesis

8．3．3 Indirect access hypothesis

8．3．4 Partial access hypothesis

 8．4 Typological universals: Relative clauses 

 8．5 Markedness and linguistic universals

Chapter 9 Differences Between Individual Learners in SLA

 9．1 Language aptitude

 9．2 Motivation in SLA

9．2．1 Instrumental motivation

9．2．2 Integrative motivation

9．2．3 Resultative motivation

9．2．4 Intrinsic motivation

 9．3 Learning strategies

Chapter 10 Formal Instruction and Second Language Acquisition

 10．1 Introduction

 10．2 Form-focused instruction

 10．3 Learner training in foreign language teaching

 10．4 Summary

Chapter 11 Conclusion

Bibliography

Appendix 二语习得术语英汉对照表