《語(yǔ)言學(xué)習(xí)與語(yǔ)言教學(xué)法研究》以現(xiàn)代語(yǔ)言學(xué)理論為指導(dǎo)，以二語(yǔ)習(xí)得理論為基礎(chǔ)，結(jié)合心理語(yǔ)言學(xué)、社會(huì)語(yǔ)言學(xué)、應(yīng)用語(yǔ)言學(xué)、二語(yǔ)習(xí)得、語(yǔ)言測(cè)試及計(jì)算機(jī)網(wǎng)絡(luò)語(yǔ)言等相關(guān)領(lǐng)域的理論和應(yīng)用研究成果，構(gòu)建了《語(yǔ)言學(xué)習(xí)與語(yǔ)言教學(xué)法研究》的整體框架；并結(jié)合中國(guó)英語(yǔ)教學(xué)現(xiàn)狀試圖探討我國(guó)英語(yǔ)教學(xué)的新模式，希望能對(duì)未來(lái)的英語(yǔ)學(xué)習(xí)與英語(yǔ)教學(xué)發(fā)展方向有所啟迪�！墩Z(yǔ)言學(xué)習(xí)與語(yǔ)言教學(xué)法研究》共分四部分，11章。一部分簡(jiǎn)述了現(xiàn)代語(yǔ)言學(xué)習(xí)和語(yǔ)言教學(xué)的基本理論，教與學(xué)的本質(zhì)及相互關(guān)系。論述了二語(yǔ)習(xí)得理論及二語(yǔ)習(xí)得的五個(gè)階段、教學(xué)原則和策略。第二部分論述了20世紀(jì)語(yǔ)言學(xué)習(xí)與教學(xué)的發(fā)展及主要教學(xué)法；論述了21世紀(jì)的主流教學(xué)法——交際教學(xué)法的理論與實(shí)踐。第三部分，由于進(jìn)入21世紀(jì)，語(yǔ)言學(xué)習(xí)和語(yǔ)言教學(xué)的明顯特征是語(yǔ)言理論和教學(xué)方法的多樣化。本部分從理論及實(shí)踐上研究了國(guó)內(nèi)外以交際教學(xué)法為主流的現(xiàn)代教學(xué)法的新途徑：任務(wù)教學(xué)法、互動(dòng)教學(xué)法、體驗(yàn)教學(xué)法、混合教學(xué)法。第四部分是教學(xué)實(shí)證研究部分，分別選自作者的科研課題。旨在研究和探討語(yǔ)言學(xué)習(xí)和語(yǔ)言教學(xué)理論在教學(xué)實(shí)踐中的應(yīng)用，試圖探索一條符合我國(guó)學(xué)生特點(diǎn)的新途徑。
Part One Language Learning Theory
1 Modern Basic Learning and Teaching Theory
1．1 Definition of Language
1．2 Nature of Learning and Teaching
1．3 Relationships between Learning and Teaching
1．4 Nature of Modern Foreign Language Learning and Teaching
2 Second Language Acquisition Theory and Instructional Strategies
2．1 The Theory of Second Language Acquisition
2．2 Stages and Hypothesis for Second Language Acquisition
2．3 General Principles for Teaching English Language Learners
2．4 Implications for Foreign Language Learning and Teaching in Chinese Context
Part Two Modern Foreign Language Learning and Teaching
3 Development of Language Teaching Approaches
3．1 The Dominant Approaches in Language Teaching in the 20th Century
3．2 Foreign Language Learning and Teaching in the 21st Century
3．3 Classroom Model for Communication Competence
Part Three The Latest Language Teaching Approaches in 21st Century
4 Task-Based Language Teaching Approach
4．1 Definitions of Task
4．2 Tasks Goals for Task-Based Learning and Teaching
4．3 Task Types
4．4 Importance of the Task ： Low or High stakes
4．5 Task Based Models
4．6 The Three Approaches of Task Based Learning and Teaching
4．7 The Advantages of Task-based Language Learning
4．8 Task-Based Language Learning and Teaching in China
5 Interactive Language Teaching Approach
5．1 Definition of Interaction
5．2 Theory of Interaction
5．3 Interactive Language Teaching
5．4 Interactive Language Learning and Teaching in China
6 Experiential Language Teaching Approach
6．1 Experiential Language Learning
6．2 Experiential Education
6．3 Experiential Learning and Teaching in China
7 Blended Language Teaching Approach
7．1 Background of Blended Learning and Teaching
7．2 Definition of Blended Learning
7．3 Analysis of Notion of Blended Learning
7．4 Blended Teaching Models
7．5 Principal Differences between Traditional and New Learning Environment
7．6 Application of Blended Teaching for Foreign Language Acquisition
7．7 Implication to the Foreign Language Teaching in Higher Education
7．8 Blended Language Teaching Approach in China
Part Four Empirical Studies on Language Learning and Teaching
8 A Study on Muhi-Interactive Teaching Approach in College English Writing Teaching
8．1 The Background of the Study
8．2 Literature Review
8．3 Multi-interactive Teaching Approach （MITA） in English Writing
8．4 An Experiment on MITA in College English Writing Teaching
8．5 Findings and Discussion
9 A Study on Reinforcing Communicative Oral English Testing to Promote Interactive Oral English Teaching
9．1 Current Oral Testing and Current Situation of College Oral English Teaching
9．2 A Model of New Oral Test
9．3 A Model of Interactive Oral English Teaching
9．4 An Investigation of English Teaching and Study
10 A Study on Application of Vocabulary Learning Strategies in FLT
10．1 Framework of the Study
10．2 An Empirical Study
10．3 Results and Analyses of Questionnaire
10．4 Results and Analyses of Experimental Teaching Study
10．5 Conclusion and Pedagogical Implications
11 A Study on Applying the Schema Theory into Listening Teaching
11．1 The Background of the Study
11．2 The Theoretical Basis of the Study
11．3 Building Linguistic Schema in Listening Teaching
11．4 An Experimental Study
11．5 Conclusion and Pedagogical Implications
Appendix
Bibliography
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