11.1 direct involvement of classroom interaction research
　11.2 an introduction to classroom interaction
　11.3 types of language use in classroom interaction
　11.4 turn taking in classroom discourse
　11.5 differences between classroom and naturalistic discourse
　11.6 the teacher's role in classroom interaction
　11.7 learner participation
　11.8 classroom interaction in the l2 learning
　11.9 the relationship between classroom interaction and sla
　11.10 conclusion
　points for thinking
　further reading
chapter 12 conclusion
　12.1 a brief review of the book
　12.2 an integrated view of sla research
　12.3 main achievements of recent sla research
　12.4 sla research and language education
　12.5 future directions for sla research
　points for thinking
　further reading
references

第二语言习得导论-英文版 节选

《第二语言习得导论(英文版)》以章节的形式论述国外“第二语言习得”领域近半个世纪以来的研究历程。全书既全面、详细地介绍语言习得的理论创建与发展、儿童母语习得过程、二语／外语学习理论以及二语课堂教学研究等方面的成果，又综合、客观地反映认知学、心理学、社会文化学等领域对第二语言习得与发展的不同视角与观点。本教材适合高等院校英语专业本科生、研究生以及中小学英语教师学习和使用。

第二语言习得导论-英文版 相关资料

The term SLA here is employed tor re/erring to me smay on oomL2A and FLA because it is assumed that the underlying process isessentially similar. Wherever necessary, this coursebook will make use ofthe distinction between these two fields.1.7.2 Acquisition versus LearningThe second tricky but also controversial distinction is the onebetween Acquisition and Learning. Krashen and Terrell （1983） define"acquisition" as the product of a "subconscious" process, similar to that ofchildren in learning their L1, and learning as the product of formalteaching, which results in conscious knowledge about the language, but thedistinction cannot be as simple as that.Schmidt （1990） considers the term "subconscious" as an unlikelyproposition, misleading in consciousness research, where it would implytotally without any awareness. In a non-technical sense, the term couldmean "not being aware of having noticed something," which would berelated to a way of learning that takes place while listening to a tape whilesleeping. Apparently, some evidence shows that people may subconsciouslypick up what they already know, but there is no evidence that new information may be picked up in such a manner. It is commonly accepted that some level of attention is required to notice something, and thatnoticing is crucial in obtaining new information. Krashen claimed that learning the rules could not lead to an automaticuse of language as in acquisition. Probably, Krashen used the term "subconscious" in a non-technical sense, as the inability to explain whatone knows. In other words, learners may use language forms correctlywithout being able to explain the forms.

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