Second Language Acquisition Theory and Primary English Teaching_英语毕业论文.docVIP

Second Language Acquisition Theory and Primary English Teaching Abstract: In the fall of 2001 all primary schools had started to set up English curricula to students at the third grade level, which fundamentally change the teaching of English of Chinas current situation and has a profoundly impact. As primary school English teaching in China is still a new attempt, involving a number of issues worth exploring, I would try to use the second language acquisition theory as base to discuss the necessity of English language teaching in primary schools and analyze main approaches in teaching and also propose workable recommendations. Key words: second language acquisition theory; teaching primary school English; language input motivation According to the Ministry of Education strategys requirement, Chinas primary schools in the fall of 2001 had started to set up English curricula from the third grade. This reform and major initiative of English teaching in China will help to change the Chinas current situation of English teaching and made a profoundly impinge. As primary school English teaching in China is still a new attempt, involving a number of issues worth exploring, such as the formulation of outline prices, preparation of teaching materials, teacher training, teaching pattern and foundation of testing system. These issues have aroused the concern by foreign language teaching profession. The key point in Second language acquisition research is the different characteristics of learners and the process. The two main aspects of study as following: First, probe into the learners common characteristics in the learning process; second, explore the learners individual differences. Specifically, these studies mainly on the following themes: mother tongue and second language acquisition, language input and second language acquisition, cognitive theory and second language acquisition, universal grammar theory and second language acquisition, research individual differences