| 中文摘要 | 第1-8页 |
| Abstract | 第8-11页 |
| Chapter 1 Introduction | 第11-18页 |
| Chapter 2 A literature Review of Three UG-access hypotheses | 第18-29页 |
| ·No access to L2 learning | 第18-23页 |
| ·The Indirect-access Hypothesis | 第23-25页 |
| ·The Direct-access Hypothesis | 第25-29页 |
| Chapter 3 Interlanguage | 第29-35页 |
| ·The characteristics of interlanguage | 第29-30页 |
| ·The influence of UG on interlanguage | 第30-33页 |
| ·Interlanguage in FLT | 第33-35页 |
| Chapter 4 The Positive Influence of UG on Classroom FLT | 第35-61页 |
| ·Teaching methodologies | 第35-55页 |
| ·Proper use of mother tongue in classroom teaching | 第35-38页 |
| ·Appropriate contrastive analysis in FLT | 第38-42页 |
| ·Theoretical guide for improving learners'culture awareness in FLT | 第42-44页 |
| ·Structure-dependence principle in classroom grammar teaching | 第44-46页 |
| ·Setting-providing in FLT | 第46-48页 |
| ·The demarcation of linguistic competence and performance for discriminating learners' errors and mistakes | 第48-51页 |
| ·Markedness and unmarkedness knowledge for lesson planning and textbook designing in FLT | 第51-55页 |
| ·Learning strategies:denying the stimulus-response learning model by behaviorism in FLT | 第55-56页 |
| ·Teaching subjects:the theory of language faculty in transformation of the teachers' and students' roles in FLT | 第56-61页 |
| Chapter 5 Conclusion | 第61-65页 |
| Bibliography | 第65-69页 |
| Acknowledgements | 第69页 |
