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Chapter 1 Introduction£º Research Statement and Chapter Outline
1£®1 Research statement£º 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 in language learning
2£®2 The role of grammar in L2 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 Evaluation Research
3£®1 Predictive evaluation
3£®2 Retrospective evaluation
3£®3 Conversation analysis-based evaluation
3£®4 SLA-based evaluation
3£®5 Summary

Chapter 4 L2 Acquisitional Sequence and Processability Theory
4£®1 SLA research on the sequence of L2 acquisition
4£®1£®1 Morpheme order studies
4£®1£®2 The ZISA study on GSL word order
4£®2 Processability Theory£º 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£º Methodology and Results
5£®1 Method of textbook analysis
5£®2 The textbooks
5£®2£®1 New Standard English £¨Chen & Ellis£¬ 2012£©
5£®2£®2 People's Education Press English £¨Wu£¬2012£©
5£®2£®3 Super Kids £¨Liu et al£® £¬ 2012£©
5£®2£®4 Join in £¨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 Comparison and summary£º The main results of the four textbook series

Chapter 6 Discussion£º 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 within a same stage£º Two pairs of contrasts
6£®4 Explanation for the ordering of grammatical structures£º Theme-based textbook de-sign
6£®4£®1 Theme-based compilation in the four textbook series
6£®4£®2 Explanation for acquisition-based orderings at the initial two stages
6£®4£®3 Explanation for deviant orderings at later stages
6£®5 Implication of premature instruction on L2 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 instruction in textbooks
6£®8 Summary

Chapter 7 Conclusion and Comment
7£®1 Summary of findings
7£®2 Significance and contribution
7£®3 Limitations and suggestions for future improvement
Bibliography