輸入處理教學擴展模型（簡體書）

本書為中央高校基本科研業務費專項資金資助項目。
全書用英文撰寫，內容分為8章。書中檢測並比較了輸入處理教學、擴展輸入處理教學、擴展意義型輸出處理教學、無相關教學等外語教學法的教學效果，得出促使學生同時以自下而上和自上而下的方式處理語篇的擴展輸入處理教學是一種有效的教學方法。

《輸入處理教學擴展模型》在作者博士論文的基礎上修改、調整而成。嘗試將單句層次的PI和MOI擴展為話語層次，由此得出EPI和EMOI，並將文學語篇作為教學材料，做到在語境中進行二語教與學，幫助學生在學習目標語言的同時得到目標文化的滲透，實證研究意在檢驗與比較PI、EPI、EMOI及其相關教學的教學效果。

Chapter 1
SECOND LANGUAGE TEACHING AND CLT IN CHINA
Chapter 2
GRAMMAR TEACHING AND CURRENT DEVELOPMENTS IN RESEARCH ON GRAMMAR TEACHING
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 grammar instruction
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-basedoutput instruction
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 research findings
8．2 Limitations of the study
8．3 Future research directions
LIST OF REFERENCES

1．1 Language and language learning
If a second language （L2 henceforth） teacher is asked to list several teaching methods， I'm sure he or she will have no difficulty in describing L2 teaching methods like grammar-translation method，audiolingual method， communicative approach， and many others． Yet， if the question is what is language， many people， even language teachers， may find it difficult to provide a precise definition． No matter which teaching approach one is using， the ultimate goal is to help language learners to learn the target language effectively． Since language is the object to teach and to learn， it is undoubtedly a very important concept， which requires careful consideration． Different interpretations of it will lead to different understanding and practices of language teaching and learning．
It is to some extent understandable that people have never reached a unanimous consensus on the definition oflanguage． It is something that most of us can naturally acquire at some point． As long as we have got it， we can use it anytime and anywhere． There is no problem for most people to take language for granted， because whether being aware of its definition does not impair their ability to use it in real life． However，just as stated previously， language teachers must give careful thought to this issue， because their understanding of it will be most likely to influence what and how they teach． For instance，when regarding language as a means of interaction，teachers may avoid decontextualized teaching， use input with context，and emphasize appropriateness of language uses． Or，when seeing language as a system of codes， teachers may attach more importance to grammatical rules， sentence patterns and the like． In other words，language can be defined in various ways， in which different aspects of it are highlighted． Accordingly， different aspects of the target language are focused on． In a word， one's interpretation of language may affect one’s approach to language teaching． However， it should be noted that the different definitions of language are not necessarily mutually exclusive． It is quite possible for language teachers to hold multiple views towards the nature of language． Those who believe language is a means of interaction cannot deny that it is also a particular set of rules through which language elements are combined and thus become meaningful． What matters more is what they think is the more important aspect of language or， stated differently， what makes a language become a language in essence．
No one would disagree that language consists of two dimensions，form and meaning． As the name indicates， fonu refers to the form of expression of a language， either in sounds or written symbols． How does an audible or visible ultimate product carry meaning and is thus understood by audiences or readers? One possible answer is that meaning is encoded in each word and if you are not sure about the meaning of a particular word， you can always consult a dictionary． The term meaning apparently refers to the dictionary meaning． From this point of view， language is regarded as a system of meaning-bearing
codes governed by particular rules． In this way， researchers tend to focus on linguistic forms， taking the forms themselves as the object of analysis． Their primary goal is to study the actual manifestation of a language， instead of considering where and to whom it is used．
Upon close examination of the above analysis about how language produces meaning， one may find that an important factor
that also contributes to meaning is missing． This whole analysis is conducted in a decontextualized manner． As a matter of fact， apart from existing in the forms of language， meaning also changes with each instance of language use． In order to interpret the meaning precisely， one must take the context in which the language is used into account．