Analysis of an Output-Oriented Teaching Method in College English under the Second Language Acquisition Theory

In the context of economic globalization,English has become increasingly essential for students’communication and professional activities,necessitating higher proficiency in speaking and listening.The theory of second language acquisition posits that college English teaching can purposefully guide students’learning and facilitate unconscious language acquisition.By integrating an output-oriented teaching method,students are provided with opportunities to practice and apply English,thereby addressing the traditional issue of“separation of learning and use.”This paper examines the application value of the output-oriented teaching method in college English under the second language acquisition theory and proposes several strategies to enhance college English classroom teaching.The goal is to develop students’linguistic competence and improve their practical English skills.

Research on the Application of Second Language Acquisition Theory in College English Speech Teaching

The teaching of English speeches in universities aims to enhance oral communication ability,improve English communication skills,and expand English knowledge,occupying a core position in English teaching in universities.This article takes the theory of second language acquisition as the background,analyzes the important role and value of this theory in English speech teaching in universities,and explores how to apply the theory of second language acquisition in English speech teaching in universities.It aims to strengthen the cultivation of English skilled talents and provide a brief reference for improving English speech teaching in universities.

The Correlation between L1A and Second Language Teaching

L1A(first language acquisition)is expected to shed light on the L2(second language)teaching.However,how far L1A correlates with second language teaching is an argument that never ends.Hence,the hypotheses on L1A and its connection with L2 Teaching are analyzed,along with a discussion on the relationship between L1A,L2A and L2 Teaching.The limitation of L1A to L2T is elaborated from the aspect of literacy,age and time distinction.

EFL Teaching Guided by Krashen's Hypotheses in Second Language Acquisition Theory

Based on discussion of the second language acquisition theories,the thesis aims at improving foreign language teaching,and states the implications on our teaching ideas,and what we teachers should do in our EFL practice.

Motivation in Second Language Learning and English Teaching

It is believed that individual learner variables influence learning outcomes.Thevariables have been categorized into cognitive variables,affective variables and personality var-iables.Of affective variables,motivation has been thought to play a most important role in L2learning.Therefore,a further study of motivation can really help a lotin English teaching.Thearticle states the information of motivation and its influence on English language teaching.

Krashen's Input Hypothesis and Its Pedagogical Implications on Second Language Teaching

Krashen has developed the Input Hypothesis, which has deep influence on teaching method of second language. This thesis focuses on the Krashen's Input Hypothesis, which includes the following five hypotheses: the acquisition- learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis and the effective filter hypothesis. The thesis tries to explore the pedagogical implications of Krashen's Input Hypothesis on second language teaching in the aspects of the input quantity and input quality. The thesis tries to explore the most effective methods of second language teaching, in the hope that it will help to improve the efficiency of second language teaching.

FIRST LANGUAGE ACQUISITION AS A MODEL FOR SECOND LANGUAGE ACQUISITION: THE TOTAL PHYSICAL RESPONSE APPROACH IN SECOND LANGUAGE LEARNING AND TEACHING

L1 and L2 acquisition, in some respects, are similar. Language development in children goes hand in hand with physical and cognitive development. Children learn their first language by imitation, but not always and not only by imitation. There seems to be some "innate capacities" that make children start to speak at the same time they do and in the way they do it. Adults learning a second language usually are controlled more by their motivation. But language input is important for both L1 and L2 acquisition. Though there are differences between CL1 and between CL2 and AL2, the way in which these learners acquire some of the grammatical morphemes is similar. This, together with some other evidence, shows that it is not only children who can acquire language. Adults can also acquire a language. But when adults acquire a language, they should also learn it. Some of the ways in which children acquire their language can be used as a model for L2 acquisition, even for Chinese students whose language is unrelated to English and whose culture is different. Learning the culture of the English-speaking countries will benefit the learning of the language. Like children, listening should also be well in advance of speaking in L2 acquisition. To train listening comprehension skills, Asher’s TPR approach proves more effective. TPR approach is at the moment limited to the beginning stage only. In order for students to gain all the five skills in a second language learning, namely, listening, speaking, reading, writing, and interpreting/translating, other methods should be used at the same time, or at later stages.

The Use of Mother Tongue in Second Language Teaching

This paper explores the specific application of mother tongue in Second Language learning from the perspective of class management, introducing learning methods, teaching vocabulary, teaching grammar, dealing with exercises and testing,and cooperation among students. It is concluded that mother tongue should be properly used in Second Language Teaching in order to improve the teaching of second language.

On The Positive Transfer of Mother Tongue on Second Language Acquisition and its Inspiration to Teaching

The influence of mother tongue is inevitable in the process of second language acquisition. Traditional linguistics thinks that there is only negative effect of mother tongue on foreign language learning. However, second language acquisition theory holds the idea that mother tongue is not only an indispensable background and foundation, but also a resource that can be developed and used for second language learning. From the perspective of transfer of mother tongue, this article will mainly analy?size the positive transfer of mother tongue, and with an aim of how to improve the level of English language learners, some corre?sponding countermeasures are put forward.

The Construction of Effective“Multidimensional Mental Lexicon of Second Language”in Second Language Vocabulary Teaching

The focus of the thesis is the construction of multidimensional mental lexicon of second language. It is made up of four dimensions—dimension of meaning, dimension of pronunciation, dimension of orthography and dimension of context so that through establishing these four dimensions, it comes into being.

Oral Fluency In Second Language Teaching

When it comes to the delivery of speech,it usually relates to the fluency.To be more specific,how to orally express thoughts and feelings smoothly and clearly.And acquiring the increased fluency is a highly ranked goal among L2 speakers.T his essay will concentrate on two major aspects of fluency.The first part will discuss the factors affecting the oral fluency and the following part will provide some implications for improving fluency in the classroom context.

Language Learner Strategies in Second Language Teaching

Language learner strategies, which are closely associated with second language teaching, have experienced great devel?opment in the fields of theory-building and instructional practices since the 1970s. By reviewing previous research, pedagogical enlightenments can be drawn to the current English language teaching.

The Fuzziness Principles of Language Teaching and Its Applications in Second Language Learning

Fuzziness is the nature of language. If the students can make full use of the fuzziness in language, their communicative competence will be greatly improved. So the fuzziness principles are advanced here to guide language teaching, which are the principle of tolerance ambiguity and the principle of active selection. And teachers should try to cultivate the students＇ cognitive learning style of inference, guessing, and association. In this way the students＇ communicative competence of using L2 will be improved.

Context and Interaction in Second Language Teaching and Learning

In the process of the research of second language teaching and learning,people gradually find the influence of context as well as interaction,holding an idea that the language output and comprehension cannot be achieved without taking the context into consideration.In the second language teaching and learning classroom,the interaction among the learners and between learner and teacher pushes the development of second language learning to some degree.Combined with the concrete situation of second language teaching and learning in China,the essay points out some difficulties as well as put forwards some relevant suggestions after the literature reviews for the relevant researches in and out of China.

Researches on Contrastive Linguistics in the Second Language Teaching in the West and China

The paper reviews the development of CL （Contrastive Linguistics） in second language teaching both in the West and China, and explores the gains and loses in each field. Based on the historical process of CL, the paper comes to the conclusion that only by examining the language from a horizontal perceptivity, focusing on the phonology-lexicographical system, expression system and thought pattern as a whole, contrasting in terms of language psychology, touching on the deep structure, and attempting to deduce the concealed psychological and cultural aura conditioning expressions, we can further the study in the field of CL in second language teaching both in the West and China.

Applying Nearpod to the Teaching Chinese as a Second Language Class to Enhance Interactions and Collaborations in the Secondary Schools

The quick spread of the epidemic since 2019 together with fast advancing of technology has exposed teachers to online education,including Teaching Chinese as a Second Language(TCSL)classrooms.Some Chinese as a Second Language(CSL)teachers were reluctant to utilize technology tools in their teaching due to the lack of technological knowledge.Thus,this study designed a CSL curriculum with the lens of the TPACK framework(Technological Pedagogical Content Knowledge).Nearpod was specifically adopted as a web-based technology tool to support the teaching Chinese language due to its powerful functions provided.Nearpod allows teachers to design interactive activities in multiple ways to facilitate interactions and collaboration in the CSL learning process.This paper aimed to help Chinese teachers improve their understanding of how to effectively integrate technology into CSL teaching.Chinese teachers will develop a deeper comprehension of distance teaching from the perspectives of technology,pedagogy,and content knowledge,enhance students’deeper learning,and promote interaction and collaboration in L2 class.The effective use of the technology can develop language skills in a meaningful context knowledge with the guidance of pedagogical content knowledge.

Relevance Theory and Its Implications to Second Language Teaching

Relevance Theory Regards human communication as an intentional activity,and as an ostensive-inferential cognitive process.Based on the three key concepts of RT,the present paper shows the implications of this theory in second language teaching.Key words:context environment;mutual manifestness;optimal relevance;SLA;second language

Research on the Application of Chinese-Style Songs in the Field of Chinese Second Language Teaching

In recent years,traditional Chinese culture has been continuously revived,integrated into the times and entered people’s daily lives.Chinese-style songs,as a combination of traditional cultural connotations and emerging song forms,have gradually emerged on the music stage in China and even around the world.In the field of teaching Chinese as a second language,the research on teaching Chinese songs has received increasing attention.This article combines the theory of the association between music and language to summarize the research results of Chinese-style songs and their application in the field of teaching Chinese as a second language in the past 30 years.The current research problems are discussed,and suggestions are proposed in order to provide some reference value for teaching Chinese as a second language.

Fluctuations and Directions in Teaching Second Language Writing

The research literature on teaching writing in a L2 （second language） has inspired L2 writing teachers with various sorts of activities in the last few decades and scholars have highlighted multiple aspects of L2 writing on which L2 writing teachers should focus. This paper presents a chronological sketch of the main approaches and trends in teaching and researching L2 writing around the world. It summarizes the components of L2 writing addressed in these approaches and enumerates the dimensions of L2 writing stressed in different approaches including language structure, text functions, themes and topics, creative expression, composing processes, content, genre, and context of writing. Referring to the types of knowledge that need to be imparted to L2 writers, the paper exemplifies teaching activities that can enrich L2 writing classes. The theme that emerges from the discussion is that varied pedagogical implications of the research literature will not be confusing for L2 writing teachers, if they broaden their vision of L2 writing to extend a social view to all dimensions of forms, processes, audiences and L2 writers Teaching L2 writing is presented as the teaching of social individuals using socially-mediated processes to produce socially-meaningful texts for socially-aligned audiences

On the Cognition of Second Language Mental Lexicon and Teaching Chinese as a Foreign Language

Teaching Chinese as a foreign language is actually the teaching of Chinese as a second language by international Chinese teachers.People must learn vocabulary as a language element in the process of language acquisition.Without vocabulary,there is no language.When we master the vocabulary of a language,we rely on mental lexicon,which is vocabulary that has been stored in the brain for a long time.Through the study of second language mental lexicon,it can be used effectively,and corresponding teaching methods can be used in the vocabulary teaching of Chinese as a foreign language to help students learn Chinese quickly and effectively.