CONTENTS -- ACKNOWLEDGEMENTS -- 1 - INTRODUCTION -- WHAT IS LANGUAGE? -- The Form/Function Divide -- Mentalist/Internal and Interactionist/External -- Linguistic vs Metalinguistic -- HOW DOES LANGUAGE DEVELOP? -- Nature vs Nurture? -- Native First Language Development and Adult Second Language Development -- What are the Implications for Language Learning and Teaching? -- OVERVIEW OF THE BOOK -- FOR DISCUSSION -- NOTES -- 2 - HISTORICAL OVERVIEW - LANGUAGE AND LANGUAGE TEACHING -- INTRODUCTION -- LANGUAGE TEACHING: SHIFTS IN UNDERLYING AIMS AND BELIEFS -- MODERN FOUNDATIONS FOR LANGUAGE TEACHING -- EARLY APPROACHES TO LANGUAGE TEACHING -- SECOND LANGUAGE ACQUISITION AND LANGUAGE TEACHING -- CONCLUSION -- FOR DISCUSSION -- NOTES -- 3 - LANGUAGE AS A BIOLOGICAL PROPERTY -- LANGUAGE: A GENERATIVE VIEW -- NATIVE LANGUAGE DEVELOPMENT -- SECOND LANGUAGE DEVELOPMENT -- The Current Gap between Theoretical and Applied Linguistics -- Early Findings: Systematic Development -- UG-Constrained Development -- Instructed L2 Development -- Age and Language Development -- Differences by Linguistic Domains in Second Language Development -- CONCLUSION: WHAT A COMPLETE THEORY OF SLA NEEDS TO EXPLAIN -- FOR DISCUSSION -- NOTES -- 4 - LANGUAGE AS A TOOL FOR COMMUNICATION -- INTRODUCTION -- THE NOTION OF COMPETENCE -- ACCOUNTING FOR MEANING: A FUNCTIONAL APPROACH -- ACCOUNTING FOR SOCIAL CONTEXT: A SOCIOCULTURAL APPROACH -- ACCOUNTING FOR EXPLICIT, PROCEDURAL LEARNING: A COGNITIVE APPROACH -- ONE COMPREHENSIVE FRAMEWORK: MOGUL -- FOR DISCUSSION -- NOTES -- 5 - IMPLICATIONS FOR LANGUAGE TEACHING -- IMPLICATIONS FOR THE CLASSROOM -- OBSERVATION 1: EXPOSURE TO INPUT IS NECESSARY FOR SLA -- OBSERVATION 2: A GOOD DEAL OF SLA HAPPENS INCIDENTALLY -- OBSERVATION 3: LEARNERS COME TO KNOW MORE THAN WHAT THEY HAVE BEEN EXPOSED TO IN THE INPUT.

OBSERVATION 4: LEARNERS' OUTPUT (SPEECH) OFTEN FOLLOWS PREDICTABLE PATHS WITH PREDICTABLE STAGES IN THE ACQUISITION OF A GIVEN STRUCTURE -- OBSERVATION 5: SECOND LANGUAGE LEARNING IS VARIABLE IN ITS OUTCOME -- OBSERVATION 6: SECOND LANGUAGE LEARNING IS VARIABLE ACROSS LINGUISTIC SUBSYSTEMS -- OBSERVATION 7: THERE ARE LIMITS ON THE EFFECTS OF FREQUENCY ON SLA -- OBSERVATION 8: THERE ARE LIMITS ON THE EFFECT OF A LEARNER'S FIRST LANGUAGE ON SLA -- OBSERVATION 9: THERE ARE LIMITS ON THE EFFECTS OF INSTRUCTION ON SLA -- OBSERVATION 10: THERE ARE LIMITS ON THE EFFECTS OF OUTPUT (LEARNER PRODUCTION) ON LANGUAGE ACQUISITION -- CONCLUSION -- FOR DISCUSSION -- NOTES -- 6 - APPROACHES TO ENGLISH LANGUAGE TEACHING -- INTRODUCTION -- 'DESIGNER' APPROACHES -- CURRENT TREND: COMMUNICATIVE LANGUAGE TEACHING -- POST-METHODS ERA -- FOR DISCUSSION -- NOTES -- 7 - PUTTING THEORY INTO PRACTICE -- INTRODUCTION AND CONTEXT -- A POST-METHODS LESSON PLAN -- DISCUSSION OF THE POST-METHODS LESSON -- Form and Function -- Providing Input and Fostering Output -- Accounting for Interlanguage Development -- Deciding What to Teach (and What Not to Teach) -- CONCLUSION -- FOR DISCUSSION -- NOTES -- 8 - PRACTICE AND PRACTICES - RESPONDING TO STUDENT NEEDS -- INTRODUCTION -- LOW-LEVEL ADULT ESL LEARNERS -- ADVANCED-LEVEL ADULT EAP LEARNERS -- YOUNG LEARNERS -- THE GLOBAL CONTEXT: ENGLISH AS A LINGUA FRANCA -- CONCLUSION -- FOR DISCUSSION -- NOTES -- GLOSSARY -- REFERENCES -- INDEX.