AcknowledgementsNote to teachers1  Background to second language acquisition research and languageteaching  1.1  The scope of this book  1.2  Common  AcknowledgementsNote to teachers1 Background to second language acquisition research and languageteaching 1.1 The scope of this book 1.2 Common assumptions of language teaching 1.3 What is second language acquisition research? 1.4 What a teacher can expect from SLA research 1.5 Some background ideas of SLA research Discussion topics Further reading Glosses on language teaching methods2 Learning and teaching different types of grammar 2.1 What is grammar? 2.2 Structure words, morphemes and sequences of acquisition 2.3 The processability model 2.4 Principles and parameters grammar 2.5 L2 learning of grammar and L2 teaching 2.6 The role of explicit grammar in language teaching Discussion topics Further reading Some grammatical terms3 Learning and teaching vocabulary 3.1 Word frequency 3.2 Knowledge of words 3.3 One word-store or two in the L2 user's mind? 3.4 Types of meaning 3.5 Strategies for understanding and learning vocabulary 3.6 Vocabulary and teaching Discussion topics Further reading Answers to Box 3.14 Acquiring and teaching pronunciation 4.1 Phonemes and second language acquisition 4.2 Learning syllable structure 4.3 General ideas about phonology learning 4.4 Choosing a model for teaching pronunciation 4.5 Learning and teaching pronunciation 4.6 Learning and teaching intonation Discussion topics Further reading5 Acquiring and teaching a new writing system 5.1 Writing systems 5.2 Spelling 5.3 Punctuation 5.4 The writing system and language teaching Discussion topics Further reading Answer to Box 5.1 Answer to Box 5.86 Strategies for communicating and learning 6.1 Communication strategies 6.2 Learning strategies: how do learners vary in theirapproaches to L2 learning? Discussion topics Further reading Answers to Box 6.17 Listening and reading processes 7.1 Meaning and reading 7.2 Listening processes Discussion topics Further reading8 Individual differences in L2 users and L2 learners 8.1 Motivation for L2 learning 8.2 Attitudes 8.3 Aptitude: are some people better at learning a secondlanguage than others? 8.4 Age: are young L2 learners better than old learners? 8.5 Are other personality traits important to L2 learning? Discussion topics Further reading9 Classroom interaction and Conversation Analysis 9.1 Language and interaction inside the classroom 9.2 Language input and language learning 9.3 Describing conversation Discussion topics Further reading10 The L2 user and the native speaker 10.1 The L2 user versus the native speaker in language teaching 10.2 Codeswitching by second language users 10.3 Using the first language in the classroom 10.4 Are native speakers better language teachers? 10.5 International languages: English as lingua franca (ELF) Discussion topics Further reading11 The goals of language teaching 11.1 The different roles of second languages in people's lives 11.2 Language and groups of speakers 11.3 The goals of language teaching Discussion topics Further reading12 General models of L2 learning 12.1 Universal Grammar 12.2 Processing models 12.3 The socio-educational model 12.4 The interaction approach 12.5 Sociocultural SLA theory 12.6 Multi-competence - the L2 user approach 12.7 General issues Discussion topics Further reading13 Second language learning and language teaching styles 13.1 The academic style 13.2 The audio-lingual style 13.3 The communicative style 13.4 The task-based learning style 13.5 The mainstream EFL style 13.6 Other styles 13.7 Conclusions Discussion topics Further readingList of coursebooks mentionedReferencesIndex