《语言学习与语言教学法研究》以现代语言学理论为指导，以二语习得理论为基础，结合心理语言学、社会语言学、应用语言学、二语习得、语言测试及计算机网络语言等相关领域的理论和应用研究成果，构建了《语言学习与语言教学法研究》的整体框架；并结合中国英语教学现状试图探讨我国英语教学的新模式，希望能对未来的英语学习与英语教学发展方向有所启迪。《语言学习与语言教学法研究》共分四部分，11章。一部分简述了现代语言学习和语言教学的基本理论，教与学的本质及相互关系。论述了二语习得理论及二语习得的五个阶段、教学原则和策略。第二部分论述了20世纪语言学习与教学的发展及主要教学法；论述了21世纪的主流教学法——交际教学法的理论与实践。第三部分，由于进入21世纪，语言学习和语言教学的明显特征是语言理论和教学方法的多样化。本部分从理论及实践上研究了国内外以交际教学法为主流的现代教学法的新途径：任务教学法、互动教学法、体验教学法、混合教学法。第四部分是教学实证研究部分，分别选自作者的科研课题。旨在研究和探讨语言学习和语言教学理论在教学实践中的应用，试图探索一条符合我国学生特点的新途径。
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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