Abstract
摘要
Contents
Chapter 1 Introduction
Chapter 2 A literature Review of Three UG-access hypotheses
2.1 No access to L2 learning
2.2 The Indirect-access Hypothesis
2.3 The Direct-access Hypothesis
Chapter 3 Interlanguage
3.1 The characteristics of interlanguage
3.2 The influence of UG on interlanguage
3.3 Interlanguage in FLT
Chapter 4 The Positive Influence of UG on Classroom FLT
4.1 Teaching strategies
4.1.1 Proper use of mother tongue in classroom teaching
4.1.2 Appropriate contrastive analysis in FLT
4.1.3 Theoretical guide for improving learners’ cultural awareness in FLT
4.1.4 Structure-dependence principle in classroom grammar teaching
4.1.5 Setting-providing in FLT
4.1.6 The demarcation of linguistic competence and performance for discriminating learners’ errors and mistakes
4.1.7 Markedness and unmarkedness knowledge for lesson planning and textbook designing in FLT
4.2 Learning strategies:denying the stimulus-response learning model by behaviorism in FLT
4.3 Teaching subjects:the theory of language faculty in transformation of the teachers’ and students’ roles in FLT
Chapter 5 Conclusion
Bibliography
Acknowledgements
声明