An Analysis of Errors in Second Language Acquisition

It is natural for language learner to make errors in the process of second language acquisition.But different linguists hold different views on the nature of errors and the methods of dealing with learner’ s errors.Three main Western theories on errors are Contrastive Analysis,Error Analysis and the Interlanguage Theory.This paper first examines three most influential error theories,and then probes into their enlightenment on second language teaching.     

On the Use of Chinese in Teaching English

Educators always have two differing arguments over the functions of native language in the foreign language teaching. Many educational practitioners oppose the idea of using native language in second language teaching process due to the grammar translation approach still popular. The grammar translation approach underscore that native language and functional grammar should not be applied to the foreign language teaching. By utilizing different types of second language teaching theories, the author put great emphasis on the function of the native language in the second language teaching particularly on the function to the basic and intermediate level learners. The author contend that: we should exert the necessary function of the native language in foreign language teaching especially for the adult people. Native language should act as a catalyst in this process. Foreign language teachers should not refuse using native language. They should make the best use of native language in the TESOL (Teaching English to Speakers of Other Languages) process and thus help student to form English thoughts. Nowadays, facing so many foreign language teaching methods and theories, we should seek the essence and get rid of the dross. As the famous English saying goes: keep the baby and throw out the bath. This article aims at arousing deeper and wider discussion among foreign language practitioners on this problem by making some positive and valuable functions of native language in second language teaching.     

Can Listening Comprehension Strategies Assist ESL/EFL Learners?

Listening strategies are important in English learning and teaching. They are highly effective in developing learners’ listening comprehension ability. This paper firstly examines the theories of learning strategies and the uses of them in second language acquisition (SLA) and then reviews various research findings on strategy usage, such as the types of learning strategies used by good listeners, effective strategy training, and the teaching of strategies explicitly. The paper goes on to illustrate listening comprehension strategies involving top-down and bottom-up processes and provide with research evidence showing that using listening strategies can improve listening comprehension. Finally, the paper offers suggestions and principles for language teachers about how to teach listening strategies in second language classrooms.     

The Comparison between Audio-lingual Method and Communicative Language Teaching in the Foreign Language Teaching

To increase the efficiency of teaching and improve the quality of teaching, it is necessary to learn the English teaching methodology and put the theory into practice. Audio-lingual Method and Communicative Language Teaching are very important methods in English language teaching. In this essay, I made a comparison and analysis based on their theories and practices. It is beneficial for us to proceed from the reality and use these methods appropriately.     

The Relation between Sociocultural Theory and Teaching Methods

Up to now,it has been learned so many theories about second language acquisition (SLA),namely behaviorism theories,innatism theories,psychological theories,and interactionist theories.Among these theories the interactionist theories especially Vygotsky’s sociocultural theory is most in line with the real teaching philosophy.     

Blended Literal Communication in Translation

There is a natural tension between Literal and Communication translation methods and has been going on now for two millenniums. We must be faithful to the original meaning of the source language (SL) and accurate in our translation but flexible enough to communicate naturally to the target language (TL) readers. While it may seem hopeless to truly communicate with all languages and cultures, with the growing global economy and the more interdependent we become, it is even more important that we continue to try to blend our thoughts and hearts together. So with foolish confidence and wise trepidation, this paper will wade into the age long discussion on the practice of translation and teaching, attempting to reconcile the theories of literal or semantic and free or communication translation theories.     

Language Culture and Thought

This thesis narrates the relationship between language and culture, thought and culture, focuses on the four theories of the relationship between language and thought and the shortcomings of the four theories. Finally the author will propose the view on language and thought and apply it to vocational English teaching.     

Inspirations of Systematic-Functional Grammar on Language Teaching

According to the development of linguistics and language teaching,it can be inferred that various linguistic theories have played a significance role in language teaching.Considering the demands of society on the language teaching,it seems that Systematic-Functional(SF) Grammar benefits more in today’s language teaching.In this paper,the four core ideas of system,multi-levels,functions,and context and their inspirations on language teaching are talked about.     

A Brief Introduction to Cooperative Language Learning and Some Reflections

Cooperative language learning is part of collaborative learning approach.Different from the traditional language teaching methods,cooperative language learning focuses on cooperation and communication between students,and attains the aim of study with the teacher’s guide.     

Context and Teaching of EFL Reading

Both linguistics and language teaching take language as their subject. Linguistics can provide language teaching with theories and language teaching can further prove the validity of linguistics. To so...     

A General Discussion of CLT from Sociolinguistic Perspective

Since 2001, the first year to start English course in elementary school, the study of English-teaching methods is also increasing. The specific teaching methods, such as task-based language teaching (TBLT) or task-based instruction (TBI) which focuses on the use of authentic language and on asking students to do meaningful tasks using the target language, attract attention. Language is used for communication essentially. Successful development of communicative competence contributes to language use and among communicative competence socio-cultural norms of society is an important part. Thus, in order to find useful teaching methods, communicative competence should be clearly described. In this paper, the development of communicative competence will be reviewed. Then the paper will focus on the socio-cultural aspect and relate it with Communicative Language Teaching (CLT) method.     

An Analysis of the Relationship between Implicit and Explicit Knowledge——the Grammar Study

The discussions about cognition psychology in the field of second language acquisition(SLA) exert great influence on language teaching practice and theoretical research.Interface positions on the role of explicit and implicit knowledge in SLA have led to further exploration by different researchers.This paper,on the basis of previous studies,makes a brief review of the relation ship between implicit and explicit knowledge,focusing on the analysis of interface position and its role in grammar teaching and learning.     

Development and Evaluation of Two Discourse-Based ELT Tasks in Business English Class

Language exists in the discourse rather than in the words or sentences. Language must be taught in discourse. This paper develops and evaluates two English language teaching (ELT) tasks based on discourse approach for business English teaching. The two tasks, which are designed within the framework of discourse theories, conform completely to the characteristics of business English. The paper finally concludes that students can become as creative and proficient as possible in language communication with the adoption of discourse-based approach in English teaching.     

How to Use Body Language in Class

With the reform of language teaching and learning methods,teachers should use more English in class.However,with the limitation of students’vocabulary,teachers have to simplify their teaching language with the help of body language,which has perceptual a…     

Linguistics and Foreign Language Teaching

This paper tries to elaborate on the general influences of some basic linguistic theories on the teaching of English as a foreign language. Meanwhile, it further makes a systematic analysis of how language teachers can draw benefit from different branches of linguistics.     

Pragmatic Transfer and Its Implication for Foreign Language Teaching

This paper attempts to present a theoretical discussion on pragmatic transfer based on the literature reviews both at home and abroad.It firstly presents the fundamental theories of pragmatic transfer.Then it comes to discuss manifestations of pragmatic transfer and its dual effects on communication.Finally,it concludes with implication of pragmatic knowledge for foreign language teaching.     

The Integration of Task-based Language Teaching and Information and Communication Technology into English Language Teaching in China

The purpose of this article is to explore how important that task-based language teaching(TBLT)interacts with Infor mation and Communication Technology(ICT)into English language teaching(ELT)in China.Many researchers have already studied that ICT and TBLT innovate the traditional teaching methods and improve our teaching or learning.However,they sepa rated TBLT from ICT instead of integrating these two ways into ELT.Few researches studied on how importance task-based in teracts with integration ICT into ELT in China.Under this circumstance,this article reviews the literature related to the present situation,which includes the brief introduction in English language teaching problems,the general concepts of ICT in ELT,taskbased teaching methodology in ELT,some studies on task-based interacting with integration ICT into ELT,discussion and con clusion.     

A Brief Comparison and Thought of the Mainstream Theories of SLA

Nativist theory of language acquisition centers on the existence of LAD/UG,for the fact that children can produce novel sentences that have never been heard.Environmentalist theories hold that an organism’s experience is of greater signifi cance to the language development.Interactinists point out that neither the nativist nor the environmentalist theories are able to adequately account for SLA.The most comprehensive theory at present may be the interactionalist viewpoint,because it com bines previous theories with new ones to take into account innate and environmental influences as well as personal or cultural variables of language learners.     

Systemic-Functional Linguistics and Foreign Language Teaching

Systemic-functional linguistics is one of the most influential linguistics schools in the recent 20 years.Though M.A.K.Halliday,the founder of Systemic-functional Linguistics,has not taken up any language teaching research by himself,he has been putting great emphasis on language teaching and language learning.With the increasing influence of Systemic-functional Linguistics,more and more applied linguists and foreign language teachers are trying to use his theories to solve the problems in language teaching and learning,and have achieved a lot.     

Negotiating the syllabus： a win-win situation？

This article examines some of the issues that arise when two disparate cultures of learning engage with each other. It draws on various theories of language pedagogy and cultural appropriacy to suggest how such issues might be resolved. A snapshot of a specific teaching experience at a Gulf university is presented to illustrate some of these theories in action.