Chapter 1 SECOND LANGUAGE TEACHING AND CLT IN CHINA Chapter 2 GRAMMAR TEACHING AND CURRENT DEVELOPMENTS IN RESEARCH ON GRAMMARTEACHING 2．1 Teaching grammar-beneficialor detrimental? 2．3 Integratingliteratureinstructionintodiscourse-levelPI Chapter 3 PROCESSING INSTRUCTION IN SLA 3．3 Processing instruction: a description 3．4 Processing instruction versus traditional grammarinstruction 3．5 Theoretical and operational issues involved in PI Chapter 4 4．2 Empirical evidence of output hypothesis 4．4 The role of output practice in 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 outputinstruction 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 researchfindings 8．2 Limitations of the study 8．3 Future research directions LIST OF REFERENCES
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