论二语习得理论在小学英语口语教学中的运用 论文

2022年安徽省中小学教育教学论文评选OnApplicationofSecondLanguageAcquisitiontoOralEnglishTeachinginPrimarySchool[Abstract]WiththecontinuousdeepeningofEnglishteachingreform,therehasbeenalotofachievementsinthefieldoforalteaching,butthereisstillastrangephenomenoninEnglishteachingandlearning,manypupilscan'tsmoothlyuseEnglishtocommunicate.SecondLanguageAcquisitionandresearchachievementshavemadeadirectcontributiontoEnglishteaching,especiallyfororalEnglishteaching.BasedontheSecondLanguageAcquisition,combinedwiththecurrentstatusandexistingproblemsofprimaryschooloralEnglishteaching,theauthorhasinvestigatedandanalyzedSecondLanguageAcquisitionapplicationsintheclassroomthroughquestionnairesurveyandproposedcorrespondingstrategy,aimtoimprovethelevelofteachinginprimaryschool.Intheprocessofteaching,withtheSecondLanguageAcquisitiontheorytoguideandexploretheprocessofteachingandlearning,whichisextremelyimportantforimprovingEnglishteachingmethodsandpromotingthequalityofEnglishteaching.[KeyWords]SecondLanguageAcquisition;oralEnglish;primaryschool一、Introduction1.ResearchbackgroundIntoday'sincreasinglyobvioustrendofglobalization,studentshavegoodoralEnglishcommunicationability,whichhelpsthemtoformmoreobviousadvantagesandcompetitivenessinthefiercesocialcompetition.However,inthetraditionalteachingmode,thecultivationandimprovementofstudents'oralabilityisalwaysinaweaklink.MostEnglishteacherswillputmoreenergyongrammar,sentencepatternsandotherwrittenskills,butignoretheoraltrainingofstudents,resultinginthemajorityofstudents'oralexpressionabilityandwritingability.MostschoolsonlyarrangeasmallpartoforalEnglishteachingtime,coupledwithalargenumberofstudents,sothateachstudentintheclassroompracticeoforalEnglishisvery12022年安徽省中小学教育教学论文评选limited.Someteachers'oralEnglishteachingmethodsaremonotonous,andlackofdepth.OthersareaccustomedtoteachingthroughChineseinEnglishclass,whichnotonlyaffectsthelanguagelearningenvironmentofstudents,butalsorestrictstheimprovementofteachers'oralEnglishlevel.Fromalong-termperspective,itisdifficultforteacherstoprovideeffectiveoralinstructionforstudents.2.ResearchpurposeOralEnglishteachinghasalwaysbeenthefocusofEnglishteachinginChina,andalsothedifficultyforstudentstolearn.Withtheriseandapplicationofcommunicativeteachingmethod,oralEnglishteachinginChinahasmadesomegratifyingachievements,buttherearestillsomeproblems.Nowmostofthepupilshave"fearofspeaking"psychology,pupilsareafraidofmakingmistakesinclass,sotheyarenotwillingtospeakEnglishoutloud.Inrecentyears,theapplicationofSecondLanguageAcquisitiontheoryinEnglishclassroomhasbeenincreasing,whichhasbroughtalotofenlightenmenttooralEnglishteaching.Therefore,onthebasisofunderstandingthestatusquooforalEnglishteaching,theauthormainlyexplorestheproblemsofprimaryschooloralEnglishteachingandthemaincauseoftheproblem.Theauthorputsforwardareferenceforteachersandstudents,andproposessomemeasurestosolveproblemsundertheguidanceoftheSecondLanguageAcquisitiontheory,hopingtohelptheEnglishoralteachinginprimaryschool.3.ResearchsignificanceAtpresent,therearemanyacademicprojectsandpapersontheapplicationofSecondLanguageAcquisitiontheoryinEnglishteaching,someofwhicharecarriedoutfromtheperspectiveofpromotingthedevelopmentofEnglisheducation.However,fewpeoplehaveexploredspokenEnglishinprimaryschoolsfromtheperspectiveofSecondLanguageAcquisitiontheory.ThisthesiswillstudytheapplicationofSecondLanguageAcquisitiontheoryinoralEnglishteachinginprimaryschools,hopingtoenablestudentstogetabetteroralEnglisheducationandmastertheuseoforalEnglishskills.InmodernoralEnglishteaching,whetherinknowledgeinputorknowledgeoutput,teachersmustletstudentsoralEnglishteachingcontent,sothatstudentsmasterthekeytooralEnglish.Specifically,teachersshouldoptimizetheinputlinkoforalknowledge,letstudentslistentoEnglishrecordings,andcreateopportunitiesforstudentstopracticeoralEnglishandparticipateinoralpracticeactivities.Inconclusion,SecondLanguageAcquisitiontheoryisveryimportantinoralEnglishteaching，becauseoralEnglishisnotonlyabasictoolforstudentstoread,writeandrecite,butalsoa22022年安徽省中小学教育教学论文评选helpfulassistantforstudentstoimprovetheircomprehensiveknowledgeofEnglish.二、Literaturereview1.DomesticliteratureReviewInrecentyears,SecondLanguageAcquisitionhasattractedmoreandmoreattentionfromdomesticscholars.TheoreticalresearchonSecondLanguageAcquisitioncanprovidemethodologyforEnglishteaching.HuZhuanglin(1994:48)proposedthatEnglishshouldbelearnedinaflexibleway,whichcanbedividedintocompleteacquisition,guidedacquisitionandself-taughtacquisition,sinceEnglishlearninginChinaisstilldominatedbyclassroomteaching.Teachersshouldguidestudentsself-studyacquisitionsoastoimprovelearnersEnglishlevel.InspiredbytheSecondLanguageAcquisitiontheory,DaiWeidongandShuDingfang(1994:1)systematicallydiscussedthetheoreticalsignificanceandimplicationsoftheresearchonseveralimportantaspectsofforeignlanguagelearning,suchasthemainfactorsinfluencingforeignlanguagelearning,comparativeanalysis,erroranalysis,interlanguageandcommunicationstrategies.InspiredbyseveralinfluentialtheoreticalmodelsofSecondLanguageAcquisition,WangChumingtriestodesignatheoreticalmodelofForeignlanguagelearningforChinesestudentsaccordingtotheirlearningcharacteristicsandlearningenvironment.AccordingtothecommonphenomenoninSecondLanguageAcquisition,LuRenshun(2002:34)pointsoutthatthereformofforeignlanguageteachingshouldstartwithstrengtheningteachertraining,sothatteacherscanmastertherulesofSecondLanguageAcquisitionandembodytheprincipleofteachingaccordingtotheiraptitude,implementgradedteachingandimproveteachingmethods.ItcanbeseenthattheresearchonSecondLanguageAcquisitionandthepracticeoflanguageteachingcomplementeachother.Theformerprovidesprinciplesandtheoriesforthelatter,whilethelatterprovidespracticegrounds,conductsactionresearchandprovidesempiricalevidencefortheformer,soastoobtainmorescientificresearchresults.2.TheoreticalbasisofOralEnglishTeaching

（1）Krashen'stheoryofSecondLanguageAcquisition32022年安徽省中小学教育教学论文评选Krashen,afamousAmericanlinguist,proposedthe"languagemonitoringmodel",whichhasexertedagreatinfluenceinthefieldoflinguistics.Krashen'sSecondLanguageAcquisitiontheoryconsistsof"Acquisition-LearningHypothesis","AffectiveFilteringHypothesis","MonitoringHypothesis","InputHypothesis"and"NaturalOrderHypothesis"(ZhangQian,2015:10)[1].Krashen(1982)wasthefirsttoexplicitlydistinguish"acquisition"from"learning"[2].Acquisitionfocusesonlanguagefunctionandmeaning,andreferstotheprocessesandresultsofautomaticlanguageoutputandknowledgeinternalizationthatare"unconscious"inthenaturalcommunicativeenvironment.Theemphasisoflearningisonlanguagerules,whichmeansthatintheclassroomteachingenvironment,studentsactivelyacquirelanguagerulesthroughsystematicandnormalizedteachingprocedures.Acquisition-LearningHypothesiscanbeassociatedwiththecurrentEnglishteachingmodel(LiLi,1997:119)[3].Aftermorethanadecadeofsystematiclanguagetraining,manyChinesestudentsstilldonotreachtheleveloffluencyinEnglish.WhentheyspeakEnglish,therewillbestifflanguageexpression,stuttering,awkwardexpressions.MostChinesestudentsaregoodattakingexams,butpooratspeaking.Krashen's"MonitorHypothesis"canexplainthisphenomenon."Monitoring"meansthatlearnersconsciouslymonitortheirownoutputlanguage,andcorrectitifnecessarywhentheyperceivemistakesinspokenwords(XiangQianjin,2004:19)[4].Krashen(1985)expressedthatobtainingcomprehensiblelanguageinputisthemainwaytoacquireanylanguage[5].Onlywhenthelearnerisexposedtocomprehensiveinput,whichisasecondlanguageinputslightlyhigherthanhiscurrentlanguageskilllevel,andhecanfocusontheunderstandingofmeaningorinformationratherthantheunderstandingofform,canacquisitionoccur.（2）Krashen'sSecondLanguageAcquisitionofInspirationofOralEnglishTeachingKrashen'sSecondLanguageAcquisitiontheoryprovidestheoreticalguidanceforEnglishteachersandstudents.Inparticular,ithasthefollowingpositiveimplicationsfororalEnglishteachinginprimaryschools:First,providehigh-qualitylanguageinput.Inclass,theteachershouldchoosetheinterestingandrelatedtopicsandteachingmaterials,teachingcontentshouldbeinaccordancewithstudents'Englishlevelandactualneeds,usingsimplewords42022年安徽省中小学教育教学论文评选simplesentencewithexaggeratedbodylanguage,ifnecessary,youcanuseprops,multimediateachingfacilitiessuchasslides,videotohelpstudentsintuitivelyunderstandtheteachingcontent.Teachersshouldalwayspayattentiontothefeedbackofthestudentsandslowdownthespeakingspeedorpausetheexplanation.Withtheestablishmentofstudents'abstractthinkingandtheexpansionofknowledge,teachersshouldincreasethedifficultyoflanguageinputaccordingly.Second,teachersshouldpayattentiontotheunderstandingoflanguagemeaninginteaching.Inprimaryschool,studentsshouldnotbeindoctrinatedwithtoomanyformalrulesoflanguage,butshouldfocusondevelopingtheirabilitytoorganizeanduselanguage.Third,timelyandeffectivemonitoring.Atthebeginningstageofprimaryschoolstudents'Englishlearning,therewillinevitablybesomemistakesinoralEnglishoutput.Teachersdonotneedtocorrectthemimmediatelyonthepremiseofnotaffectingcommunicationandunderstanding,soasnottointerruptthelanguageactivitiesbeingorganized.However,ifthereareveryobviouslanguagemistakes,theteachershouldcarryouttimelyandeffectivemonitoring,pointoutstudents'mistakesandguidethemtocorrect.Finally,teachersshouldcreateanopenandcheerfullanguagelearningatmosphereandeliminatestudents'emotionalbarriersofanxiety.Teachersshouldtalkwithstudentsmoreafterclass,helpthemovercomeuneasymood,establishself-confidence.三、Questionnaires（一）Waytoanalyzequestionnaires Thewaytoanalyzequestionnairesmainlyconsistsofquantitativeanalysisandqualitativeanalysis.（二）Analysisofquestionnaires

1.AnalysisofquestionnairesforstudentsThepurposeofthisquestionnaireistounderstandtheprimaryschoolstudents'attitudesandmethodstowardsoralEnglishlearning.Inaddition,thispaperattemptstoobservewhethertheapplicationofSecondLanguageAcquisitiontheorycanbringabouttheoverallimprovementoforalEnglishfromthesubjectiveperspectiveofprimaryschoolstudents.52022年安徽省中小学教育教学论文评选Therewere30samples.(1)Students'orallearningattitudeAccordingtothequestionnairedata,96.67%ofthestudentsthinklearningEnglishisveryimportant,whileonly3.33%thinkitisnotimportant.Tothequestion"Whatdoyouthinkisyourweakestpointinlistening,speaking,readingandwriting?"60%ofthestudentschooselisteningability,36.67%choosespeakingability,noneofthestudentschoosereadingability,3.33%choosewritingability.ItcanbeseenfromtheresultsofthesurveythatalthoughmoststudentsrealizetheimportanceoforalEnglishlearning,theyaremorewillingtoinvestinthecontentinvolvedintheexamthantodonothingrelatedtotheexamduetothelimitedtimeandheavytasksinactuallearning,indicatingthatstudentshavenotplannedfortheirlong-termdevelopment.Childrenarebornwithlinguisticuniversalityandcanmastercomplexhumanlanguageinashorttime(Chomsky,1965)[6].Soifteachersgivestudentsthecorrectguidance,students'learningattitudewillalsohaveacertainchange.(2)Students'orallearningmotivationLearningmotivationistheinternalmotivationthatdirectlyimpelsstudentstolearnEnglish.Accordingtothesourceoflearning,motivationcanbedividedintotwocategories.Oneisinternalmotivation,theotherisexternalmotivation.Thethirdquestioninthequestionnairemainlyexaminesthetendencyofstudents'motivationinlearningspokenEnglish.Copingwithexamsandgettingrewardsfromparentsaccountedfor50%and3.33%respectively.Personalinterestisaninternallearningmotivation,accountingfor46.67%ofthetotal.Itcanbeseenthatstudents’internallearningmotivationishigherthanexternallearningmotivationtoacertainextent.However,therearestillsomestudentswhothinkthatlearningEnglishistocopewithexams,whichwillnotonlyleadtoadeclineintheirinterestinlearning,butalsoisnotconducivetothefurtherdevelopmentoftheiroralEnglish.Theexperimentprovesthatstudentswithinternalmotivationhavehigherlearningenthusiasm,andcankeepenoughenergyandstrongdesiretolearn.Ascanbeseenfromthefeedbackresultofquestion5,83.33%ofthestudentsdarenotspeakEnglishbecausetheyareafraidofmakingmistakes.Fewerstudentscanexpressthemselves,onlyaccountingfor16.67%.Itshowsthattheyarenotveryconfidentabouttheir62022年安徽省中小学教育教学论文评选oralEnglish.(3)Students'orallearningenvironmentOrallearningenvironmentisveryimportantforforeignlanguagelearning.TheseventhquestionistounderstandtheEnglishteachinglevelofEnglishteachers.Amongthem,noonechoosesteacherstoexplaininEnglishinclass,90%chooseteacherstoexplaininChineseandEnglishinclass,and10%chooseteacherstoexplaininChineseonly.Theeighthquestionistounderstandtheteachers'pronunciationstandards.10studentsthinktheEnglishteachers'pronunciationisstandardandfluent,19studentsthinktheteacher'spronunciationisordinary,and1studentthinkstheteacher'spronunciationisnotstandard.Teachers'inaccuratepronunciationwillleadtothelackofreferenceobjectsforstudents,eveniftheyrealizethatthepronunciationisnotstandard,theydonotknowhowtocorrectit,anditismoredifficulttoformthehabitofself-correction.However,teachersdonotpayattentiontocorrectthepronunciationindailywork,whichisnotconducivetoteachingstudentstolearnrealoralEnglish.Questions9aremainlyfromtheperspectiveofthelearningatmosphereoftheclass.Theresultsshowedthat30%ofstudentstooktheinitiativetoanswerthequestions,while70%ofthemareunwillingtoanswerquestionsforsomereason.Fromquestion11and13,halfofthestudentspreferanactiveclassroomatmosphere.Playingvideosandrole-playingaremorelikelytoattractstudents'attention.Itcanbeseenfromthelastquestionthatstudentshopethattheycangetmoreopportunitiestocarryoutoralcommunicationactivities.Itcanbeconcludedfromtheaboveaspectsthatlearningenvironmenthasagreatimpactonstudents'oralEnglishlearning,soitisnecessaryforschoolsandteacherstoprovidestudentswithcorrectguidanceandenoughlearningenvironmenttoimprovethecurrentsituation.LiuYuping(2009:151)expressed,"InEnglishteaching,moreenvironmentandbackgroundshouldbecreatedtomakestudentsknowmoreaboutwesternculture,soastostimulatetheirinterestinlearningEnglishandimprovetheiroralEnglishlevel."[7]Oncestudentsareinterestedinlearningandhaveagoodlearningatmosphere,itwillbeeasierforteacherstocarryoutsubsequentoralEnglishteaching.2.AnalysisofquestionnairesforteachersTheauthorconductedaninterviewsurveywithtwoEnglishteachersonthecurrent72022年安徽省中小学教育教学论文评选situationoforalEnglishteachinginprimaryschools.Thissectionconsistsoffourquestions: Q1:Atpresent,primaryschooloralEnglishtestisnotincludedintheentranceexamination.HowdoyouthinkofthestatusofprimaryschooloralEnglishteachinginthewholeEnglishteaching? Q2:DoyouteachmostofyourclassesinEnglishorhalfEnglishandhalfChineseorallChinese? Q3:Whatteachingmethodsdoyouthinkcanstimulatestudents'enthusiasmforlearningspokenEnglishandeffectivelyimprovestudents'spokenEnglish?Q4:Doyouthinkthecurrentclassroomteachingatmosphereisactive?Canmoststudentsvoluntarilyraisetheirhandstoansweryourquestionsinclass?Then,theremustbeasmallnumberofstudentswhodarenottaketheinitiativetoanswerquestionsinclassbecauseoftheirweakfoundationortimidityandanxiety.Howdoyoudealwiththesestudents?Basedonthefeedbackfromthequestionnaire,asfortheimportanceoforalEnglishteaching,Ms.SunagreedthatalthoughoralEnglishteachingisnotthescopeofthetest,butitisalsoanimportantpartofEnglishlearning.However,mostparentsandteachersonlypayattentiontostudents'scoresduetofactorssuchaspressuretoenterschool,theybelievethataslongasstudentsscorewell,everythingthathasnothingtodowiththecontentofelementaryschoolexamscanbeignored.Ms.SunsaysshebasicallyteachesinhalfEnglishandhalfChinese.AlthoughsheknowsthatEnglishteachingisadvocatedinEnglishteaching,butstudents'Englishlevelisuneven,somestudentshaveaweakfoundation,ifonlyspeakEnglish,studentscannotunderstandthebasic.Ms.LialsosaidthatherclassesaremostlyhalfChineseandhalfEnglish,andthatshefindsitdifficulttoteachinEnglish.Fromthispointofview,thepromotionofall-Englishteachinginprimaryschooloralclassesdoencountersomeobstacles.First,thelargertheclasssize,themoresignificantthedifferenceinlanguageproficiencymightbe.Itisimpossibleforeveryonetopayattentionduringthefirst40minutesofclass.Therefore,studentswithgoodfoundationwillhavemorefrequentpositiveinteractionwiththeteacher,whilestudentswithpoorfoundationwillgraduallyloseenthusiasmforlearningEnglishbecausetheycannotunderstandandcannotkeepupwiththepaceoftheteacher.Second,duetothelimitedoralEnglishlevelofteachers,82022年安徽省中小学教育教学论文评选especiallythosewhohavebeenengagedinteachingforalongtime,theybasicallydonotexplaininEnglish.Therefore,whenteachinginEnglish,teachersshouldselectivelyprovidestudentswith"comprehensiblelanguageinput",whichisslightlyhigherthantheexistingspokenlanguagelevelofpupils.Wilkins(1972:111)foundthat"Withoutwords,nothingcanbetransmitted."[8]Sodonotusecomplexlongsentencesordifficultvocabulary,teachingcontentshouldconformtothecognitivelevelofprimaryschoolstudentstouseeasytounderstandvocabularyexpression.BothMs.SunandMs.LiemphasizethecreationofEnglishsituationandtheadoptionofsituationalteachingmethod.JiXiaoli(2012:60-63)foundthat"Byaccumulatingbackgroundknowledge,organizinginterestingclassroomactivitiesandothermethodscanindeedimprovestudents'oralEnglishleveltoacertainextent."[9]StudentscanimprovetheiroralEnglishabilitybyplayinggames,singingsongs,performingshortplays,groupcompetitionsandEnglishspeeches.ThelearningatmosphereoftheclassestaughtbyMs.SunandMs.Liisenergetic.Sointhefaceofintroversionandpoorfoundationofchildren,theythink,theteachershouldbediligentinobservinghisdemeanorandmovement,theuseofeyesforemotionalcommunication,sothathehasakindofattentiontobenoticedbythefeeling.LiSuping(2005:134)stated,"OralEnglishteachersshouldchangetheirnegativeemotionstowardsstudents'mistakesandadoptatolerantattitude."[10]Teachersshouldobservethecharacteristicsofchildren'spsychologicalstate,takeadvantageofthesituation,helpthemovercomeanxiety,timelypraiseandaffirmationtohelpthemestablishself-confidence.四、AnalysisoftheexistingproblemsinoralEnglishteachinginprimaryschools1.OralEnglishteachingisnotreallyeffectiveimplementationThroughtheinvestigation,themajorityofstudentsandteachershavechangedtheirideasabouttheoralEnglishlearningtoacertainextent,buttheyarenotoptimisticabouttheimplementationofdailyteaching.Accordingtothesurvey,moststudentsandteachershave92022年安徽省中小学教育教学论文评选changedtheimportanceoforalEnglishlearning,buttheyarenotoptimisticwhenitcomestodailyteaching.AstudentsaidthathedidnotoftenpracticeoralEnglishafterclass,unlesstheteachersaidthatthenextdaytoobservetherecitationwillpractice,butusuallytheteacherwillonlyobservethewordspellingandsentencewriting,generallyspeakingisnothowtotest.Inrealteaching,teacherstakeachievementasthebasicstandardofevaluatingstudents.OralEnglishisnotincludedintheexaminationrangeof"primaryschooltojuniorhighschool",whichleadstotheshorttimeallocatedbyEnglishteachersfororalEnglishtraining.Teachersthinkunilaterallythataslongasstudentsmasterwrittenlanguageknowledgeandcandoexercisesonpaper,theyhavelearnedEnglishwell.Teachersaretheorganizersandguidersofteaching.IfeventeachersignoreoralEnglishteaching,studentsmustmakelearningplansaccordingtotheirteachingideas.Thatistosay,studentsknowthatoralEnglishisimportant,buttheydon'tstudyandhavenoonetoinstructthemhowtostudy,sotheiroralEnglishlearningeffectwillbeworseandworse.2.TheabsenceoflanguageenvironmentinorallearningJeanPiagetbelievedthathumandevelopment,intellectualdevelopmentisbyhisowninteractionwiththesurroundingenvironmentandslowlyestablished.Englishisasocial,practicalandcomprehensivesubject.Orallanguagelearningisinseparablefromagoodlanguagelearningenvironment.Teachers'professionalismandteachingconsciousnessdirectlyaffectstudents'learningdirection.First,throughthesurveyofstudentsandinterviewswithteachers,itisfoundthatEnglishteachersstillgiveprioritytoChineseteachinginclass.Relyingtoomuchontheuseofmothertongue,thelearningeffectisnotsignificant,especiallyforthecultivationofstudents'listeningandspeakingability.Inthecontextofcontemporarysociety,thereisalackofreallanguageenvironmenttopractice,sotheplacewherestudentsgetthemostlanguageinputandoralpracticeistheclassroom,andtheteacheristhemainsourceoflanguageinput.Parents'languageabilityandattitudearealsorelatedtooralEnglishlearning.InthecommunicationbetweentheauthorandTeacherSun,onlyafewstudentssaidthattheirparentsarecapableandhavetimetotutortheiroralEnglishlearning,itcanbeseenthattheparentsofindividualchildrenduetotheirownlevelisnotenoughtohelpstudentstolearn102022年安徽省中小学教育教学论文评选oralEnglish.五、ThespecificapplicationofSecondLanguageAcquisitionSecondLanguageAcquisitionpointsoutthattherearetwowaysforlearnerstoacquireknowledgeintheprocessoflearning,oneisunconsciousnaturalacquisition,theotherislanguageacquisition.Inthefirstway,studentsusuallydonotrealizethattheyareacquiringthelanguage,suchaswatchingEnglishmovies,singEnglishsongs,whicharepartoftheprocessofacquiringthelanguage.Thesecondwayisthroughtheteacher'sexplanation,andwiththehelpofconsciouspracticeandmemoryandothermethods,toachievethepurposeoflearning.Therefore,inoralEnglishteaching,teachersshouldimprovetheinputenvironment,emotionandthequalityoforalEnglishoutput,soastoenhancethequalityoforalEnglishteaching.1.EstablishagoodlanguageinputenvironmentLeiJuanbo(2019:124)statedthat,"SecondLanguageAcquisitionpointsoutthatthecombinationoflanguageacquisition,unintentionalacquisitionandintentionalacquisitioncancreateafullyunderstandablelanguageinputenvironment."[11]Englishsongsandmoviescanbeplayedduringthebreak,andrelativelysimpleEnglishvideoscanbeselectedaccordingtothecoursecontenttoimprovestudents'interestinlearning.Moreover,studentsareonlywillingtoaccepttheinputoflanguageifitisinteresting.Therefore,teachersmustchoosemoderatedifficultyforteachingmaterialsinoralteaching,anddelivertostudentsinflexibleforms.Inaddition,teacherscanuse"Internet+"informationtechnology,createateachingscenariointheclass,conductrole-playingandothercommunicationactivities,sothatstudentscanfullyunderstandtheapplicationintherealenvironmentandstimulatetheirautonomouslearningability.2.PayattentiontothecultivationofemotionsKrashen'semotionalfilteringfakesaidthatthehumanbrainhasanemotionalfilter,controllingthelanguageinput,torealizelanguageacquisition,peopleneedtobeopentothelanguage.Self-confident,activeandrelaxedlearnerscanacceptmorelanguageinput.ZhangJianfang(1997:64)showed,"Teachersshouldgivetheirstudentsmoreencouragement.112022年安徽省中小学教育教学论文评选Languagelearning,especiallyoralskills,requirespatientpracticetomaster,soteachersshouldtakeatolerantapproachtostudents."[12]

Therefore,itisvitaltoestablishagoodrelationshipbetweenteachersandstudents.Teachersarethecooperatorsofclassroomlearningactivities.Theyshouldusemotivationallanguage,praisemoreandcriticizelesstoavoidstudents'negativepsychologyofinferiority.Theyshouldhelpstudentsestablishapositivelearningattitudeandclearlearningobjectivestoensuregoodteachingresults.3.EncouragestudentstoexpressboldlySwainproposed"OutputHypothesis"in1985,emphasizedthemeaningfuloutputandapplicationoftheobjectivesontheinputbasis.Theinputandoutputarethetwocomplementaryportionsinthelanguagelearningprocess,whichismutuallypromotedandinteractingwitheachother.Thus,teachersshouldfullyrecognizetheprincipalstatusofstudentsintheclassroomandavoidplayingtheroleoftraditionalteachingcontrols,sothatstudentswillactasthemainrole.Furthermore,languageinputandlanguageoutputiscriticalintheprocessofsecondlanguageacquisition,bothofwhichareunacceptable,whileens