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.

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.

Foreign Language Teaching MethodologyAnd the Foreign Language Teaching in China——Combination of Several Methods in College English Teaching

This paper attempts to explain the advantages and disadvantages of different foreign language teaching methods.Then the present situation of college English class will be discussed and it will then point out that a combination of several methods is most suitable for most college students.

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.

THE COMMUNICATIVE APPROACH TO THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE

1. Introduction In educational theory, as with most things, there exist fashions and trends. Within the field of foreign language teaching the communicative approach is with good reason very fasharable in the west. The name certainly makes it difficult to argue with, who would want to use the ’non-communicative’ approach to teaching a foreign language? The need to communicate in a language is what makes language teaching different from teaching many other subjects. If you study geography, you learn about places, but if you only learn about a language it is not enough.

Error Analysis in Foreign Language Teaching

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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.

A Study on the Compilation of Dictionaries for Teaching Chinese as a Foreign Language Based on the Second Language Acquisition Theory

This article intends to demonstrate the principles for dictionary compilation.To summarize,general rules are to be followed.At the same time,this article probes into the differences of Chinese to Chinese dictionary,Chinese to foreign language dictionary,dictionaries for the preparation of certain exams,learner’s dictionaries for reviewing errors,dictionaries with multimedia and dictionaries built via the Internet..In all,one of the key factors for dictionary compilation is the professionalism of editors and writers.The training of the people involved is vital,which would contribute to setting up a better order of the market.Acknowledgements should also be given to achievements in dictionary compilation.Revisions and polishing are required to improve the dictionaries on the market that have already won the acclaim so as to put their influence to the best display.

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.

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.

CONSCLOUSNESS—RAISING OR EXPLICIT INSTRUCTION?——A REVIEW OF CELCE—MURCIA'S“GRAMMAR PEDAGOGY IN SECOND AND FOREIGN LANGUAGE TEACHING”

Introduction There is a general consensus among language learning theorists,educational psycholo-gists,and language—teaching professionals that the learning of anything does not occur in avacuum.That is,successful language learning of whatever kind comes out only when what isto be learned can be meaningfully related to something that is already known.Learning,inother words,must take place within some kind of familiar context or framework——an ex-tension of the familiar to the unfamiliar,if you will.The natural question to raise,then,iswhat such"frameworks"——and ones familiar to the learner——we might identify for thelearning of second/foreign language grammar.In what way,we are entitled to ask,wouldgrammatical consciousness—raising fit into this roughly—drawn,very general picture of lan-

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.

Culture and Foreign Language Teaching

Culture teaching has been considered to be a very important element in foreign language teaching.Since English has become an international language,this paper mainly talks about the relationship between culture and English teaching.There are three parts in this paper:I.The role of culture in English teaching;II.Culture teaching methods in the English classroom;III.A danger in teaching cultures in English class.

Cross-Cultural Competence and English Language Teaching

Language is a part of culture and plays a very important role in it. Learning a language is inseparable from learning its culture.So, we should stick to integrate culture teaching with English teaching and try to improve the student’s cultural awareness so that they can know how to communicate appropriately during the cross cultural communication.

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.

（Re）Constructing Pedagogical Knowledge in English as a Foreign Language Teacher Education Courses

English language teaching in the post-method condition demands the preparation of critical professionals capable of developing their teaching practice to enhance their pupils＇ language learning process. These professionals should also be able to recognize their prior knowledge as a potential tool to teach and to act autonomously in different educational contexts. Therefore, pre-service teacher education courses need to provide favorable conditions for teacher candidates to engage in reflective practice in order to foster continuous professional development. The main goal of this paper is to discuss the complexity of the pedagogical knowledge （re）construction process in an English as a foreign language （EFL） teacher education course, attempting to understand prospective teachers＇ pedagogical actions and strategies used to cope with classroom problems in their teaching practice. For this reason, some examples of this dynamic process, obtained by class recordings and reflective sessions with future teachers were examined. Results indicated that through self-assessment and reflection, stimulated by these sessions, student-teachers were able to recognize problems in their teaching procedures, as well as analyze their teaching practice and （re）construct their pedagogical knowledge, favoring their students＇ language learning process and their own teaching approach.

Developing students＇ cultural awareness through foreign language teaching

We live in an age of changes. And these changes in science, technology, economy, political systems, and immigration patterns, especially the emergence of Internet, have created a world in which we increasingly interact with people from different cultures. The levels of students＇ cultural awareness toward the target language （English） have a profound influence on the foreign language teaching （English） practice and performance. Obviously linguistic knowledge alone is not enough to secure successful interactions with native speakers in cross cultural communications. Cultural mistakes are worse than linguistic ones because they tend to cause misjudgments, or ill feelings between native and foreign speakers. Therefore, this paper mainly discusses the relationship between culture and language, explaining cultural awareness, providing some principles of cultural knowledge teaching and some techniques to develop students＇ cultural awareness through foreign language （English） teaching in high schools.

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.