前言目前,在外语教学领域,一个最引人注目并且或许是最意义深远的讨论是,第二语言习得(SLA)研究所具有的含义。许多SLA研究者确信,他们的发现“从长远观点看对教学实践有很大的帮助”(Lightbrown,1985:173)。然而,从事实际工作的教师常常对这种说法持怀疑悉度。例如,一位德国书评家在对Littlewood所著的“语言学习者内在的教学大纲”这一章作评论时归纳说:SLA研究的主要结果对教学并 Foreword At present, one of the most striking and probably the most profound discussions in foreign language teaching is the meaning of SLA research. Many SLA researchers are convinced that their findings “are instrumental in teaching practice in the long run” (Lightbrown, 1985: 173). However, teachers who do practical work often suspect this assertion. For example, a German book reviewer commenting on Littlewood’s “Inner Syllabus for Language Learners” concluded that the main result of the SLA study is that teaching