课堂环境中二语习得诸多因素以及它们在不同层面交互作用，构成了一个复杂动态的系统，系统的运行轨迹反映了学习者二语的发展路径和水平。本研究以动态系统理论为视角，借鉴二语习得研究成果，尝试对课堂二语习得进行研究。研究有三个部分构成：1）构建新视角下课堂二语习得研究理论框架。2）探讨评析课堂二语习得研究的方法。3）选择师生互动和学习动机作为课堂二语习得研究的范例，在动态系统理论视角下对其进行分析，为后续研究实践提供参考。

 A diversity of components and their interactions at different levels in classroom constitute a complex and dynamic second language acquisition (SLA) system, whose trajectories reflect the route and rate of learner’s second language development. Based upon Dynamic System Theory (DST), this paper carries on a theoretic study on Classroom Second Language Acquisition (Classroom SLA) by referring to the related research achievements in SLA. Three parts are included in this paper: 1) to construct the theoretic framework for classroom SLA study; 2) to explore the research approaches for Classroom SLA study; and 3) to exemplify the analyses of teacher-students interaction and learner motivation (two popular research domains in Classroom SLA) from DST perspective, with the purpose of providing reference for more follow-up studies.