Implication of SLA to ELT in China

趙蕓霞

【Abstract】Second language acquisition， or SLA， is the processes by which people learn languages in addition to their native tongue（s）. Although the theories can not be directly used to solve the practical problems， they do have great significance to language teaching. This paper mainly discusses the implication of Krashen' SLA theory and offers some reference opinions to English teaching in China.

【Key words】SLA； implication； English teaching

1. The Introduction of Krashen' s SLA Theory

Krashen refined his ideas based on his general theory around a set of five basic hypotheses of input， acquisition-learning， monitor， natural order and affective filter， which gave a new distinct interpretation to the process of SLA. Krashen views the input hypothesis as the central of his model and the other four hypotheses all have internal relations with it. It remains true that Krashen' s ideas have been highly influential in shaping many research projects， and considerably advancing a better understanding of SLA.

2. The Implication of SLA to ELT in China

As McLaughlin puts it， “teaching benefits by sound understanding of the processes involved in second-language learning.” SLA has its own principles which language teaching should accord with. We can truly gain from SLA theories to improve our English teaching.

2.1 Improve the quantity and quality of English input

Based on Krashen s SLA theory， “Comprehensible input” the key of language learning. Krashen has proposed in 1982 that there are two ways to effectively understand and absorb the new language materials input. One is for teachers to use a clear and straightforward method to make the input. The other is for students to make the best of the context. In this case， efforts should be made to enhance students in-class and after-class language input. Teachers should also pay attention to provide moderate language information and improve the quality of language input.

2.2 Attach importance on arousing the enthusiasm

The role of “affective filter” is supposedly to determine how receptive to comprehensible input a learner is going to be. If the affective filter is too strong， there will be obstacles in the brain， language input will be filtered and can't get into the language acquisition mechanism， thus the language acquisition would not be formed. So arousing students enthusiasm is obviously crucial， and the instruction and guidance of students motivation should be strengthened to turn their learning from passive to initiative. Meanwhile， teachers should adopt varied approaches to inspire their interest and build their confidence.endprint

2.3 Create more space for learners autonomous acquisition

According to Krashen， acquisition refers to the “subconscious process identical in all important ways to the process children utilize in acquiring their first language”. We should pay spacial attention to the cultivation of learners autonomous learning competence. First， more target language should be used in class and we should give each student the equal opportunity to speak. Second， more organized activities are needed to let students get involved in a certain context to make practical communication. Contextualized， appropriate， meaningful communication seems to be the best possible practice the learners could engage in.

2.4 Reform the teaching methods and learning forms

SLA regarded language learning as a process of “creative construction” and errors are inevitable but positive to a certain extent. Krashen emphasized that students learning is the key to effective teaching. Therefore， teaching and learning must contain a dynamic balance. First， teachers should offer more student-centered learning and consciously monitor， control and evaluate their performance. Second， diverse teaching means and multimedia should be used to create real communication context through practical language activities in English class to stimulate students learning interest and help them achieve a better understanding. Third， language is learnt for using. What matters is the thing they can learn from learning and their errors. More attention should be paid to help students cultivate English thinking and expressing， and learn from each others in collaborative learning and communication.

3. Conclusion

Nowadays， SLA research shows an interdisciplinary feature. With reference to it， teachers should value more on the comprehensive input， on the language meaning rather than forms， and on the influence of students affective factors on English teaching. All in all， SLA is of great significance to help us find out a way to improve our English teaching quality and students learning efficiency.

References：

[1]H.D.Brown.Principles of Language Learning and Teaching[M].Beijing：Foreign Language Teaching and Research Press，2001.

[2]Stephen D.Krashen.The Input Hypothesis：Issues and Implications[M].London：Longman，1985.

[3]Stephen D.Krashen.Second Language Acquisition and Second Language Learning[M].Oxford：Pergamon Press，1981.

[4]Vivian Cook.Linguistics and Second Language Acquisition[M].Beijing：Foreign Language Teaching and Research Press，2000.endprint