| Acknowledgements | 第1-7页 |
| Abstract | 第7-9页 |
| 內容摘要 | 第9-11页 |
| Chapter One Introduction | 第11-15页 |
| ·Objectives and Significance of the Study | 第11-13页 |
| ·Layout of the Thesis | 第13-15页 |
| Chapter Two The Cognitive Constructivist Approach to Second Language Acquisition | 第15-22页 |
| ·Jean Piaget's Theory | 第15-18页 |
| ·Jerome Bruner's Theory | 第18-20页 |
| ·George Kelly's Theory | 第20-22页 |
| Chapter Three Social Interaction Theory and Second Language Acquisition | 第22-35页 |
| ·Lev Vygotsky's Sociocultural Theory | 第22-27页 |
| ·Mediation Theory | 第23-24页 |
| ·The Zone of Proximal Development | 第24-26页 |
| ·Activity Theory | 第26-27页 |
| ·Mikhail Bakhtin's Dialogical View on Language | 第27-30页 |
| ·The Characteristics of Utterance | 第27-28页 |
| ·Speech Genres | 第28-29页 |
| ·Dialogized Heteroglossia | 第29-30页 |
| ·Reuven Feuerstein's theory | 第30-35页 |
| ·Mediated Learning Experience (MLE) | 第31-32页 |
| ·Structural Cognitive Modifiability (SCM) | 第32-33页 |
| ·Instrumental Enrichment (IE) | 第33-35页 |
| Chapter Four An Introduction to a Dialogical Constructivist Approach to Second Language Acquisition | 第35-71页 |
| ·Williams and Burden's Social Constructivist Approach to SLA | 第35-47页 |
| ·On Teacher | 第37-40页 |
| ·On Learner | 第40-44页 |
| ·On Task | 第44-45页 |
| ·On Context | 第45-47页 |
| ·Marysia Johnson's Dialogically Based Approach to SLA | 第47-54页 |
| ·Localized Active Participation | 第48-51页 |
| ·Implications for SLA Teaching and Testing | 第51-54页 |
| ·An Introduction to a Dialogical Constructivist Model of SLA | 第54-71页 |
| ·Limitations of Williams and Burden's Model | 第55-58页 |
| ·Limitations of Johnson's Model | 第58-61页 |
| ·An Introduction to a Dialogical Constructivist Model | 第61-68页 |
| ·Implications for SLA Teaching | 第68-71页 |
| Chapter Five Conclusions | 第71-73页 |
| References | 第73-75页 |
