启动研究方法是心理语言学的重要研究工具之一。于20世纪80年代起被用于第二语言习得研究。麦克多诺、特罗菲莫维奇著的《第二语言研究中的启动研究方法/科研方法系列/全国高等学校外语教师丛书》全面介绍了启动研究方法的使用、设计和实施，以及在启动研究中如何分析数据和报告研究结果。
全书共五章：第一章综述启动研究方法在语言学习与使用的相关研究中的应用。第二至四章分别介绍三种启动研究方法——听觉启动法、语义启动法和句法启动法。第五章介绍如何分析启动研究数据和报告研究结果。最后，《第二语言研究中的启动研究方法》特别增加了一个中文研究案例，以帮助国内读者更好地理解本方法的应用。
《第二语言研究中的启动研究方法》既可用作研究生、高年级本科生学习第二语言研究方法的教材，又可作为第二语言研究者的重要参考资料。

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总序
导读
Preface
Chapter I Introduction to Priming Methods
1.1 What Is Priming？
1.2 Is Priming Research Ecologically Valid？
1.3 What Topics Can Be Explored Using Priming Methods？
1.3.1 Models of Speech Production
1.3.2 Models of Speech Comprehension
1.3.3 Convergence in Dialog
1.3.4 Linguistic Knowledge
1.3.5 Incidental Learning
1.3.6 Skill Acquisition
1.3.7 Neuropsychology of Language Learning and Use
1.4 Representative L2 Priming Studies
1.5 Summary
Follow-up Questions and Activities
Chapter 2 Auditory Priming
2.1 What Is Auditory Priming？
2.2 Auditory Priming in L1 Processing and Acquisition
2.2.1 Examples of Auditory Priming
2.2.2 Properties of Auditory Priming
2.3 Relevance of Auditory Priming to L2 Processing and Learning
2.4 Questions Addressed in L2 Auditory Priming Research
2.4.1 Auditory Priming with L2 Speakers
2.4.2 Task Effects
2.4.3 Sensitivity to L2 Speech Features
2.5 Tasks Used in Auditory Priming Research
2.5.1 Logic of Auditory Priming Experiments
2.5.2 Word Stem/Fragment Completion Task
2.5.3 Identification Task
2.5.4 Repetition （Naming） Task
2.6 Issues to Consider in Auditory Priming Research
2.6.1 Selecting an Appropriate Task
2.7 Sample L2 Auditory Priming Study
2.7.1 Counterbalancing of Task Materials
2.7.2 Equal Baseline Performance
2.7.3 Matching Test Materials
2.8 Additional Uses of Auditory Priming Methods
2.8.1 Studying Auditory Priming for Novel versus Known Words
2.8.2 Auditory Priming in Meaningful Contexts
2.8.3 Auditory Priming and L2 Learning in Classroom Contexts
2.9 Summary
Follow-up Questions and Activities
Chapter 3 Semantic Priming
3.1 What Is Semantic Priming？
3.2 Semantic Priming in L1 Processing and Acquisition
3.2.1 Examples of Semantic Priming
3.2.2 Properties of Semantic Priming
3.3 Relevance of Semantic Priming to L2 Processing and Learning
3.4 Questions Addressed in L2 Semantic Priming Research
3.4.1 Semantic Priming in a Speaker's L1 and L
3.4.2 Semantic Priming in Monolinguals versus Bilinguals and L2 Learners
3.4.3 Organization of L1-L2 Lexicons
3.5 Tasks Used in Semantic Priming Research
3.5.1 Logic of Semantic Priming Experiments
3.5.2 Lexical Decision Task
3.5.3 Pronunciation (Naming) Task
3.5.4 Semantic Categorization Task
3.6 Sample L2 Semantic Priming Study
3.7 Issues to Consider in Semantic Priming Research
3.7.1 Selecting an Appropriate Task
3.7.2 Selecting Materials
3.7.3 Matching Task Materials
3.7.4 Nonwords and their Properties
3.7.5 Presentation Format
3.8 Additional Uses of Semantic Priming Methods
3.8.1 Studying Semantic Priming in Sentential Contexts
3.8.2 Individual Differences and Semantic Priming
3.9 Summary
Follow-up Questions and Activities
Chapter 4 Syntactic Priming
4.1 What Is Syntactic Priming
4.2 Syntactic Priming in L1 Processing and Acquisition
4.2.1 Topics Explored in Syntactic Priming Research
4.2.2 Properties of Syntactic Priming
4.3 Relevance of Syntactic Priming to L2 Processing and Learning
4.4 Questions Addressed in L2 Syntactic Priming Research
4.4.1 Organization of L1-L2 Syntactic Information
4.4.2 Syntactic Priming in L2 Speech Production
4.5 Sample L2 Syntactic Priming Study
4.6 Tasks Used in Syntactic Priming Research
4.6.1 Logic of Syntactic Priming Experiments
4.6.2 Picture Description Task
4.6.3 Sentence Recall Task
4.6.4 Sentence Completion Task
4.6.5 Scripted Interaction Task
4.7 Issues to Consider in Syntactic Priming Research
4.7.1 Selecting an Appropriate Task
4.7.2 Creating Materials
4.7.3 Analyzing Participants' Responses
4.7.4 Reliability and V