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1、Second Language Acquisition Theory and Primary English TeachingAbstract: 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. A
2、s 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
3、 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
4、 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 form
5、ulation 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 l
6、earners 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 acqui
7、sition, language input and second language acquisition, cognitive theory and second language acquisition, universal grammar theory and second language acquisition, research individual differences and second language acquisition, classroom teaching and second language acquisition. Chinas foreign lang
8、uage teaching must be up to Chinas specific conditions of foreign language teaching, establish our own system of foreign language teaching theory and learn advanced things from other countries. Second language acquisition theory guide actively Chinas foreign language teaching, particularly in Englis
9、h language teaching in primary schools. It affects English language teaching in primary schools and is reflected in following exploring theories:1. Age and Primary English TeachingAge is an important variable factor that affected the quality of second language acquisition. Researchers observed Child
10、rens language acquisition and put forward the theory about critical period hypothesis that concerning in a persons life, there is a fixed period for people to learn language easier than in any other time. When this time passed, it will be difficult to acquire perfect mother tongue. Another study sho
11、wed that the abilities of second language learners to use common grammatical were gradually wearing off with age increasing. Therefore, to seize the prime period to carry out teach or acquire English is very necessary.China had set up primary school English teaching course and the main objective peo
12、ple are those age of 10-year-old children. This action complied with the theory critical period of age, proposed by Ienneberg. Compared to adults, children in this age group have advantages in the second language acquisition. Acquisition in a natural environment, mainly for children have the followi
13、ng advantages: from aspect of the psychological factors, childrens memory stronger than that of adults, and being good at learning syntax; Childrens speed of development of oral ability and voice tone are quicker than that of adults. This is mainly because with increasing of age persons vocal appara
14、tus to adopt new language skills gradually decreased. Grass and Spelunker (1994) thought that children could be much able to use of language acquisition mechanism in the second language acquisition process, because their brains are much flexible, adaptable and absorptive. In addition, childrens the
15、language input are relatively simple, which help to understand and get language acquisition easily. Looking at the sides of physics and psychology, it is evident that children are more suitable for language learning. Therefore, we need to fully understand these advantages before carrying out the tea
16、ching, so that we can maximize advantages in the teaching process and do a good job earnestly. 2. Silent period and the Primary English Teaching According to linguist Kristens theory, there are always a year in listen (silent period) when children acquire their mother tongue, and then speak the word
17、. Silent period phenomenon shows the relationship between language input and output: Language from outputs to input based on language input, and input is prior to output. The law also fits for being applied to second language acquisition. Kristen thought that silent period is a very necessary period
18、 for learners to build language skills. Period of in silence, children improve their language skills through listening, that is to say to develop language skills by accepting comprehensible language input.Listen is an important form in child language acquisition and has a significant value; children
19、 can accumulate and memory a large number of language materials through listen and summarize the basic rules of the language. China currently has more emphasized on cultivating childrens English reading ability. Reading becomes the main form in students language input. However, this approach on a la
20、rge extent hinders students capacity development of listening and speaking, because it runs counter to the language (oral language, speech, voice form of language) is first, and words (language form , text symbol system) is secondary.In view of above state, we should apply language acquisition rules
21、 to Chinas primary school English teaching causes, and plan teaching activities focused on listening and speaking, so that could form a listening-based teaching pattern which will help students to get language input as much as possible in their silence period.Chinas current foreign language teaching
22、 used mainly classroom teaching form. Kristen thought that the significance of classroom teaching is to offer comprehensible language input, and viewed the classroom teaching mainly avail to beginners, especially for those who cant get enough comprehensible language input from the natural and social
23、 environment. Classroom teaching cannot change the nature rule of language acquisition. Teaching theories emphasize classroom teaching must conform to the natural rule of language acquisition, and its main function is to provide learners with comprehensible language input. This theory is applied to
24、the English class teaching causes of primary school, and that will help us understand the teaching objectives, content and methods of the primary level profoundly. For children, the main approach of language input is through the way of listening. Primary school English teachers should be provide stu
25、dents with voice corpus as much as possible and try to help them understand those materials. In order to ensure the authenticity, interestingness and accuracy, teachers are able to get speech corpus such as audio and video tapes, VCD disc or computer software by any means. Teachers can take advantag
26、e of a variety of media tool to present high quality language models. Another important role of teachers is to try to make students understand language materials of they heard and to carry out teaching activities.In addition, family environment also plays a very important role on second language acq
27、uisition. Parents should cooperate with schools actively to create a much better environment for students to practice English, for example, buying lively and interesting childrens English language teaching program DVD for the children to make them contact English as much as possible to expand langua
28、ge input.3. Motivation and Primary English TeachingMotivation is one of the main variables of constriction of improving score in studying second language acquisition. Dornyei (1998) divided relevant foreign study variable motivations into seven groups based on analyzing comprehensive literature mate
29、rial of the framework of motivation theories. This seven dimensions: (1) emotional / integral dimension (including emotional motivation, integration of motivation, language attitude, intrinsic motivation, interest); (2) Tools / Utilities degrees; (3) macro-environment-related dimensions (multi - cul
30、tural / national language relationships, etc.); (4) and Self-concept dimensions (including the self-concept, self-confidence, self-efficacy, anxiety, success attribution, expectations, needs for achievement, etc.); (5) objectives related dimension; ( 6) Education setting related factors (including t
31、he learning environment, classroom environment and school environment); (7) other related dimensions of influential individuals (such as family, parents, peers, etc.).Different from adult learners, childrens foreign language learning motivation are affected mainly by emotional and environmental fact
32、ors, and which belong to Dornyeis summaries of seven dimensions, the first, fourth, sixth and seventh dimensions. And those learning motivation are determined by the childrens psychological and cognitive development level.Teachers should be aware of the various factors of affected study motivations
33、in the teaching process to explore teaching strategies of improving foreign language learning motivation. Dornyei and Csizer (1998) conducted a related experiment, putting forward effective10 macro-strategies to stimulate students learning motivation that what is called Ten commandments for motivati
34、ng language learners : (1) setting an example for students; (2) creating relaxed and pleasant classroom environment;(3) the correct interpretation of learning tasks; (4) establishing a good relationship with the students; (5) enhancing the confidence of students language learning; (6) enabling the c
35、lassroom to be full of fun; (7) promoting students independent language learning ability; (8) enabling language learning activities pluralistic; (9) strengthening student awareness of independent learning;(10) making students be familiar with the target language culture.In addition, Oxford and Shear
36、in (1994) put forward some advices for teachers in accordance with relevant psychological theory:(1) Although in the same class, students have different foreign language learning motivations; therefore, teachers should tell students the benefits of foreign language learning from different angles and
37、 by any means.(2)Teachers should create a pleasant environment for students learning language to meet the psychological needs of students, and minimize anxiety. (3)Extra reward for foreign language teaching should be a part of teaching designs, but much importance is to allow students to build their
38、 own internal incentives policies. The above recommendations based on theories and experiments with high credibility and practicality, and worth us learning from. Teachers should try to seek way to stimulate students motivation of language learning in the class teaching activities process. The much
39、important thing is to try to make students temporary motivation turn into long-term motivation. Language learning is a long-term course and only if manage to keep the long-term motivation successfully, one could learn foreigner language well, and these need teachers made a point of paying attention to the matter.