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 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： 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 （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： The main results 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 within a same stage： Two pairs of contrasts
6．4 Explanation for the ordering of grammatical structures： 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
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