《中国小学英语教材语法可学性评估》运用当今第二语言习得研究领域具有重要影响力的理论一一语言可加工性理论（Proces—sabilitvTheory）对中国小学英语教材的语法教学内容进行了较为系统地评估与分析，为教材的评估研究领域提供了以第二语言习得规律为基础的创新性方法，同时也对当前小学英语教材语法教学内容存在的局限性进行了较为系统地探讨，后提出了一系列具有实际教学法意义的改进建议。《中国小学英语教材语法可学性评估》既为我国小学英语教学及教材编写提供了科学理论依据，又将语言可加工性理论的应用进行了延伸，是一本兼具理论入门与实际应用作用的指导术专著。

Chapter 1 Introduction： Research Statement and Chapter Outline
1．1 Research statement： Aim， question， and motivations
1．2 Chapter outline

Chapter 2 Why Do We Need to Consider Learnability of Grammar
2．1 The role of input ilanguage learning
2．2 The role of grammar iL2 learning
2．3 Do we need to teach grammar
2．3．1 The 'zero-impact' position
2．3．2 The modest-impact position
2．3．3 The potentially-beneficial position
2．4 How should we teach grammar
2．5 Summary

Chapter 3 Review of Textbook EvaluatioResearch
3．1 Predictive evaluation
3．2 Retrospective evaluation
3．3 Conversatioanalysis-based evaluation
3．4 SLA-based evaluation
3．5 Summary

Chapter 4 L2 Acquisitional Sequence and Processability Theory
4．1 SLA research othe sequence of L2 acquisition
4．1．1 Morpheme order studies
4．1．2 The ZISA study oGSL word order
4．2 Processability Theory： Theoretical bases and tenets
4．2．1 Theoretical bases
4．2．2 The tenets of PT
4．2．3 Hierarchy of L2 processing procedures
4．3 The development of English as a second language
4．3．1 Morphological development
4．3．2 Syntactic development
4．3．3 Empirical support for the hypothesized ESL development
4．4 Summary

Chapter 5 Textbook Analysis： Methodology and Results
5．1 Method of textbook analysis
5．2 The textbooks
5．2．1 New Standard English （Che& Ellis， 2012）
5．2．2 People's EducatioPress English （Wu，2012）
5．2．3 Super Kids （Liu et al． ， 2012）
5．2．4 Joii（Zhang， 2014）
5．3 Results of the textbook analysis
5．3．1 Grading of morphological items
5．3．2 Grading of syntactic structures
5．3．3 Comparisoand summary： The mairesults of the four textbook series

Chapter 6 Discussion： Learnability and Pedagogical Implications
6．1 Summary of the key findings
6．2 The ordering of grammatical structures and learners' developmental readiness
6．3 Presence of the structures withia same stage： Two pairs of contrasts
6．4 Explanatiofor the ordering of grammatical structures： Theme-based textbook de-sign
6．4．1 Theme-based compilatioithe four textbook series
6．4．2 Explanatiofor acquisition-based orderings at the initial two stages
6．4．3 Explanatiofor deviant orderings at later stages
6．5 Implicatioof premature instructiooL2 acquisition
6．5．1 'Avoidance' or 'omission' strategy
6．5．2 Rote-learned formulae
6．6 Reconsidering instructed SLA and textbook development
6．7 Suggestions for grammar instructioitextbooks
6．8 Summary

Chapter 7 Conclusioand Comment
7．1 Summary of findings
7．2 Significance and contribution
7．3 Limitations and suggestions for future improvement
Bibliography