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.

A Brief Discussion on the Application of Task-based Language Teaching to Improve the Teaching Quality of English Communication Classes in Junior High Schools

With the progress and development of society and the continuous advancement of curriculum standard reform,society has higher requirements for students’English skills.The junior high school stage is the best time to cultivate students’communication skills,however,junior high school English classes are currently still based on traditional teaching as the main teaching method,which only focuses on cultivating students’reading and writing skills,thus neglecting the training of listening and speaking skills.Despite its evident benefits,the implementation of the task-based language teaching(TBLT)method in junior high school English communication classes is not without challenges.The current state of these classes reveals a significant gap in the integration of communicative tasks into the teaching process.This gap stems from a variety of factors,including the lack of appropriate resources,insufficient teacher training,and the deeply ingrained reliance on traditional teaching methods.This study will briefly explain the definition and characteristics of the task-based language teaching method,analyze the current situation of junior high school English communication classes,the difficulties of using TBLT in junior high school English classrooms,and the application methods of task-based teaching methods.The teaching method makes up for the shortcomings of English communication classes in junior high schools and improves the quality of teaching.

Application of the Second Language Acquisition Theory into China's English Classes

Krashen's second language acquisition theory makes great contribution to second and foreign language teaching field and has caused world-wide attention. This paper will give a systematic analysis to it. Besides, China's English teaching develops slowly. This paper makes a reference to Krashen's theory and maintains that acquisition and learning should be combined and negative affective factors should be removed. Then some effective English teaching methods are explored on the basis of the reality.

The Construct of the Story Continuation Writing Task: Insights From the China’s Standards of English Language Ability

Although the story continuation writing task(SCWT) has attracted much research attention, few studies have investigated the construct of the task, particularly with respect to which language competence it focuses on. In addition, although some studies have demonstrated that China’s Standards of English Language Ability(CSE) provides comprehensive insights into the development of Chinese learners’ English language proficiency, little research has investigated the relationship between CSE and SCWT. This study drew upon the CSE to develop an SCWT language use inventory to address the above research gaps. A total of 358 high school students were asked to complete the questionnaire, of which 277 valid responses were analyzed. Exploratory factor analysis(EFA) on the CSE-based questionnaire revealed the presence of six factors, namely language correctness, language variety, task planning, connecting-and-generating, selecting-andmining, and organizing. The strategy of connecting-and-generating was the only significant predictor of the learners’ SCWT scores. The paper also discusses the findings relating to the SCWT rating and other integrated writing tasks.

Identity Construction in Academic Writing of Student Writers Who Use English as an Additional Language:A Literature Review

Academic writing is social interaction between writer and reader,during which writers can employ discursive and non-discursive features to construct their identities.However,many student writers who are users of English as an additional language(EAL)may find it challenging to construct their identities in academic writing.Properly constructed identity in academic writing can help EAL student writers develop a stronger sense of self,exercise their agency,and negotiate the academic discourse.Therefore,this paper reviews empirical studies on EAL student writers'identity construction when they write in English to investigate the features of identities that EAL student writers construct in texts and the factors that influence their identity construction.The findings show that,compared with expert writers and native-English-speaking(NES)counterparts,EAL student writers tend to present a weak authorial identity.Furthermore,EAL student writers tend to be more engaged with texts than with readers and lack commitment to their claims.The identities that EAL student writers construct in academic writing are also interwoven with EAL students'English proficiency levels,educational experience,disciplinary conventions,genre affordances,and audience awareness.The findings of this literature review can help teachers and educators raise EAL students’identity awareness and facilitate students in strategically constructing writer identities in academic writing.

Using Facebook to Develop Grammar Discussion and Writing Skills in English as a Foreign Language for University Students

This study aimed at investigating the effect of Facebook on grammar discussion and writing skill in English as a foreign language for university students, The study sample consisted of 60 students at Oklt AI Sqoor College of Science and Arts in Saudi Arabia and was divided into two groups： 30 students for the experimental group and 30 students for the control group. The instrument of the study was an EFL grammar and writing test. Students in both the experimental and the control group were pre-tested using the EFL （English as a Foreign Language） grammar and writing test, After that the experimental group was taught using Facebook while the control group was taught using the traditional method. Finally, students in both groups were post-tested using the EFL grammar and writing test. Results of the study showed that the experimental group outperformed the control group in the post-test of EFL grammar and writing. This difference can be attributed to using Facebook.

On L1 Negative Transfer in Second Language Acquisition Based on Chinese Students’Writing Composition

There is negative transfer of first language(L1)in second language acquisition,which generally introduces language errors,hindering learners’second language acquisition.Taking EFL learners’English composition as an example,this thesis analyzes the language errors caused by the negative transfer of L1.This thesis is conducted as the following four stages:The first part is an analysis of the relationship between language and thinking patterns,drawing forth the concept of language transfer;the second part is the literature review on second language acquisition and language transfer;the third part is the statistical analysis of the collected 110 samples;and the fourth part is the practical and innovative suggestion.This thesis aims to assist English acquirers in understanding the negative transfer of L1 and provide effective and practical measures in the future English teaching.

The Second Language Acquisition of English in China: The Case Study of Chinese ESL Learners in Australia

English has been learned as the second language in China for decades.However,the study about English teaching and learning is mainly linked with development in instruction methods,while few views of English learners have been involved.This case study interviewed five Chinese overseas students in Australia,asking about their prior English learning experience in China to investigate English study in an anglophone context.The analysis of the interview reveals deficiencies of input,interaction and out-put in English classrooms in China,which contributes to the potential methods of improvements in the future.

The Implications of Krashen’s Second Language Acquisition Theory on College English Teaching

Krashen's second language acquisition theory consists of language input theory,emotion filtering theory and languageoutput theory.In order to apply Krashen's second language acquisition theory to college English teaching,it is suggested to commence from the acquisition and learning theories to optimize the teaching environment and methods.On the basis of language input theory,emotional filtering theory and language output theory,English input quality could be improved,students'learning interests could be stimulated and English practical teaching could be accelerated respectively.

Study of Second Language Writing:Contrastive Rhetoric——Cultural Thought P atterns in Inter-cultural Education by Robert B.Kaplan

Contrastive rhetoric is an area of research in second language acquisition that identifies problems in composition en?countered by second language writers and, by referring to the rhetorical strategies of the first language, which attempts to explain them.The article'Cultural Thought Patterns in Inter-cultural Education by Robert B.Kaplan' indicates that different ways of under?standing language and writing styles.The English style is linear while the oriental is spiral.The author gives suggestions how to help those from other cultures learn how to write in acceptable academic English.However,he points out this is not because it is the cor?rect way but because it helps the students attain their goal of academic success.A student can write an adequate essay in his native language,can he write an adequate essay in a second language? In the following paragraphs,I will go to the details to present the lit?erature review,some case analysis,discussion and so on. It's about the contractive rhetoric based on the article of Robert B.Kaplan, then give conclusion.

An Empirical Analysis of Learning and Teaching English as a Second Language： The Chinese Perspective

This research venture investigates the trends and motives behind the English learning as a second language. The author has used the Chinese binoculars to probe into the phenomenon of English learning and teaching. English language has become an international tool of communication and business. Professional and students at China's Mainland have been learning English since long but this trend has been increased in the recent years due to the wave of globalization and also owing to the enormous emerging economy of China. Internationalization of education and the quest of knowing the culture and civilizations have spurred the need for English learning. The authors have performed a questionnaire based research with the sample of 130 university students learning Chinese at different English learning institutes at Xi＇an, Shanxi, China. The analysis of the findings in this research highlights the reasons behind the growing trends of English learning and also describes the teaching methodology for effective language teaching in the Chinese perspective.

A New Perspective on an Old Subject:Mobile-assisted Language Learning in English Academic Writing in Hong Kong Universities

The goal of this short paper is to bring English academic writing(EAW)and mobile-assisted language learning(MALL)together to examine to what degree the latter can be effectively employed to support the former in the Hong Kong higher education context.It utilizes the perspectives generated from the literature,together with professional interpretation,to illustrate the affordances of MALL in EAW in the community.It is suggested that MALL can be employed to integrate academic English into the students’daily lives,through which they can implicitly build the knowledge of academic register outside of the classroom and ultimately use it in the classroom.

Error Analysis of English Pronunciation Acquisition by Chinese Non-English Majors

Chinese non-English majors are a large group of English learners.In the process of English pronunciation acquisition,issues such as incomplete phonological knowledge,transfer of mother tongue,and overgeneralization,lead to confusion of phonemes and stress,misunderstanding of syllable structure,and errors of assimilation,drop,and epenthesis.The accuracy of English pronunciation can only be improved by knowing both English and Chinese phonological systems,strengthening the teaching of English phonological knowledge,and adopting various phonological training activities.

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.

Academic Writing from the Perspective of Second Language Acquisition

Under the influence of Chomsky's idea of the innate language faculty, language aptitude is seen as a special ability which is separate from general cognitive ability in the field of SLA. Thus, some linguists(Krashen, 1985) argue that language acquisition is a natural process and the acquired language knowledge contributes to the actual use of a second language. Furthermore,language learning through teaching or error correction is a conscious process which only means the learner knows the language knowledge, but it does not mean the learner can use this learnt knowledge to express something. However, Cummins(1979) argues that there are two independent language abilities, i.e., basic interpersonal communication skills and academic language proficiency. BICS refers to the ability required for oral communication and it can be acquired naturally, while CALP is in relation to one's academic language ability which can be developed by formal instruction. Cummins' proposal has made a great contribution to the awareness of classroom instruction in developing learners' academic skills including academic writing in SLA. The principle goal of this paper is to consider the characteristics of academic essays and the writing strategies of them. The major claim of this paper is that an academic essay is written for the purpose of explaining something, comparing two different things, analyzing facts, or trying to convince readers to accept the author's perspectives. Therefore, it is significant to write an academic essay by employing the strategies of definition, serializing, comparison, classification, and critical analysis, etc.

Critical Pedagogy and Teaching English as a Foreign Language in Chinese College Context

In the field of second language acquisition(SLA),weight has been increasingly attached to the role that a problem-pos ing model of education plays in English as second/foreign language(ES/FL)teaching and learning.By exploring various concepts of the problem-posing approach,also known as critical pedagogy,and its implications for English language teaching(ELT)in the Chinese postsecondary EFL context,the paper makes a tentative attempt to acknowledge the future directions of implementing critical pedagogy in the EFL context.Therefore,the paper is inspired by the ever-increasing popularity of the critical pedagogical approach in the ESL context.The application of critical orientation in language education derives from critical theories of the Frankfurt School,which centers on Marxist societal beliefs of struggling against social inequalities.With the concept of critical pedagogy drawing increasing attention from language educators and teachers alike in English-speaking countries;non-native English teachers who teach in the EFL context has also begun to focus their attention on the educational philosophy as a means to help transform traditional oppressed status of the Chinese EFL learners.From this perspective,this paper,by investigating the multi-dimensional implied meanings of implementing critical pedagogy in the EFL context,unraveling how it works as a way of"doing"in second language(L2)teaching and learning,identifying the probable contexts of critical pedagogy and the contesta tions surrounding critical pedagogy,aims to address the significance of implementing critical pedagogy as an effective way of re forming the ailing English education condition in China.

Writing Haiku in a Second Language： Perceptions, Attitudes, and Emotions of Second Language Learners

The aim of the current study is to discuss the value of poetry writing in an L2 （second language） by investigating perceptions, attitudes, and emotions of 20 EFL （English as a Foreign Language） college freshmen regarding writing Japanese poetry, haiku in English. This paper first discussed issues and uses of literature in L2 contexts and addressed the current empirical inquiry into L2 haiku writing as a method for L2 learning. The study was designed as a qualitative research which investigated the participants＇ reflection on writing L2 haikus for six weeks in an EFL college writing course. The data obtained was analyzed by using the coding system and showed that writing haiku in the target language was a challenging but valuable task for L2 learning among the EFL students. Especially haiku composition allowed them to develop their L2 linguistic awareness

How to Motivate Students in Second Language Writing

Writing competence is considered as the most difficult output ability for an EFL （English as a Foreign Language） learner to master. This paper offers valuable suggestion for second language learners when considering affective variables in Chinese context. Motivation, especially intrinsic motivation plays an increasingly important role in L2 （Second Language） pre-writing, online writing and post-writing processes; besides, with the hope of this awareness it will help teacher to decide greater language learning tasks, and help students achieve better performances in writing.

Language chunks and college English writing

This paper focuses on using language chunks in college English writing. Based on the psychological theory of memory mechanism, the linguistic theory of lexical approach, together with the analysis of students＇ compositions, the author argues that writing through language chunks is effective and practicable. Methods in implementing language chunks in writing are provided as an important part in this paper.