A discussion on the application of second language acquisition theory in college English teaching
第二语言习得理论在大学英语教学中的应用探讨

摘要

随着全球化的发展，英语作为一种交流工具在世界各地被广泛使用。然而，由于不同国家和地区英语教学背景和文化语境的差异，大学生英语教育面临诸多挑战。为了更好地满足学生的需求，提高他们的英语水平，教师需要找到更科学有效的教学方法。在此背景下，第二语言习得理论作为一个重要的研究范式，为大学英语教学提供了重要的指导原则。第二语言习得理论是基于儿童母语习得而开展的第二语言习得研究和实践，它以人类学、心理学、语言学等多个学科的理论为支撑，对第二语言的教学和学习进行深入研究。在第二语言习得理论中，Cruise等人的输入假说、Stephen Krashen的互动视角以及Stephen Glatt的自然流利假说具有极其重要的地位，为教学实践提供了宝贵的参考意义。本文主要从第二语言习得理论的角度分析第二语言习得理论在大学英语教学中的应用,希望本文能为提高大学英语教学质量提供有益的参考。

Abstract

With the development of globalization, English has been widely used as a communication tool around the world. However, English education for college students faces many challenges due to the different backgrounds and cultural contexts of English teaching in different countries and regions. In order to better meet the needs of students and improve their English proficiency, teachers need to find more scientific and effective teaching methods. In this context, second language acquisition theory, as an important research paradigm, provides an important guiding principle for teaching English at university. Second language acquisition theory is a research and practice in second language acquisition based on the acquisition of children's native language. It is supported by theories from several disciplines, including anthropology, psychology, and linguistics, to conduct in-depth research on the teaching and learning of a second language. Among the theories of second language acquisition, Cruise et al.'s input hypothesis, Stephen Krashen's interactive perspective, and Stephen Glatt's natural fluency hypothesis have an extremely important position, and they provide valuable reference significance for teaching practice. This paper mainly analyzes the application of second language acquisition theory in college English teaching from the perspective of the second language acquisition theory and hopes that this paper can provide a useful reference for improving the quality of college English teaching.