CONTENTS
Preface = ⅶ
Abbreviations = ⅸ
1. Introduction = 1
1.1 Introduction = 1
1.2 What is grammar? = 1
1.3 What is acquisition? = 7
1.4 Historical perspectives on second-language grammar development = 9
1.5 The plan of the book = 14
2. First-language and second-language interrelations = 19
2.1 Introduction = 19
2.2 Theoretical responses to contrastive analysis and error analysis = 19
2.3 Questions explored = 21
2.3.1 How are different stages of second-language acquisition determined? = 21
2.3.2 What are the syntactic characteristics of different stages of second-language acquisition? = 25
2.4 First-language influences ： transfer = 40
2.5 Questions explored = 43
2.5.1 What is transferable and why? = 43
2.5.2 How does first-language knowledge interact with the developing second-language knowledge at different stages of acquisition? = 45
2.6 Conclusion = 46
3. Universal Grammar = 48
3.1 Introduction = 48
3.2 Universal Grammar principles and parameters = 49
3.3 Questions explored = 61
3.3.1 Are Universal Grammar principles and parameters accessible in second-language acquisition? = 61
3.3.2 What is the interaction between the first-language parameter setting and the second-language parameter setting? = 68
3.3.3 What is the initial state of the second-language grammar in the second-language acquisition process? = 69
3.3.4 What is the effect of positive and ／ or negative input on the resetting of Universal Grammar in second-language acquisition? = 72
3.4 Conclusion = 74
4. Typological universals = 79
4.1 Introduction = 79
4.2 A typological approach to language universals = 80
4.3 Typological universals and second-language acquisition = 83
4.4 Questions explored in second-language acquisition = 88
4.4.1 Do typological universal constraints play a role in second-language acquisition? = 88
4.4.2 How does typological markedness affect the second-language acquisition process? = 91
4.4.3 What is the effect of instruction on typological universals in second-language acquisition? = 95
4.5 Conclusion = 97
5. Processing approaches = 99
5.1 Introduction to processing theories = 99
5.1.2 Information processing = 100
5.2 Input processing ： the Input Processing Model and Processing Instruction = 103
5.3 Questions explored ： the Input Processing Model and Processing Instruction = 106
5.3.1 How can instruction affect input processing and second-language acquisition? = 106
5.4 Input processing ： the Competition Model = 109
5.5 Questions explored ： the Competition Model = 112
5.5.1 What types of strategies are used in sentence interpretation? = 114
5.5.2 How do second-language learners use cue strategies in sentence interpretation? = 117
5.6 Speech processing ： the Multidimensional Model and Processability Theory = 119
5.7 Questions explored' the Multidimensional Model and Processability Theory = 126
5.7.1 What is the role of cognitive processing in determining developmental stages? = 127
5.7.2 What is the role of cognitive processing in natural versus instructed second-language acquisition? = 129
5.7.3 How do processing constraints affect non-native speakers differently from the way they do native speakers? = 130
5.8 Conclusion = 132
6 Functional approaches = 139
6.1 Introduction = 139
6.1.1 Functional grammar = 139
6.1.2 Relational functionalism, ecological functionalism, and grammaticalization = 145
6.2 Functional approaches to second-language acquisition of grammar = 147
6.3 Questions explored = 149
6.3.1 What are the form - function relationships exhibited in interlanguage? = 149
6.3.2 What types of principles constrain the mapping of grammatical forms onto function in second-language grammatical development? = 153
6.3.3 How do first-language grammaticalizations influence the development of the second language? = 163
6.4 Conclusions = 165
7 Conclusions ： an integrative perspective of second-language acquisition of grammar = 168
7.1 Introduction = 168
7.2 Major contributions = 168
7.2.1 First-language and second-language interrelations = 168
7.2.2 Universal Grammar = 170
7.2.3 Typological universals = 172
7.2.4 Processing approaches = 173
7.2.5 Functional approaches = 175
7.2.6 Similarities and differences = 176
7.3 Comparative analysis of noun phrases ： nouns, pronouns, zero anaphors, reflexives = 177
7.4 Implications = 181
7.4.1 Basic assumptions = 181
7.4.2 Teachers as decision-makers = 184
7.5 Conclusions = 187
References = 190
Author index = 210
Language index = 213
Subject index = 214
