Research on Teaching Strategies Based on Second Language Acquisition Theory
Abstract
Second language acquisition(SLA) refers to the process of learning a language outside the mother tongue. Research in this area focuses not only on the acquisition of language structure, but also on the social, psychological, and cognitive aspects of language learning. In recent years, empirical studies have supported that extra-curricular English exposure through media can promote the improvement of language ability. These studies generally find that frequent out-of-class contact is associated with improved vocabulary, grammar, and language fluency. Although SLA research has provided us with many valuable insights, it still faces challenges in practical application, such as individual learner differences, limited teaching resources, and complexity of assessment methods. This research focuses on how second language acquisition theory influences the selection and implementation of foreign language teaching strategies. By analyzing language acquisition theory, language teaching strategies, and learners' individual differences, this study aims to reveal teaching methods and approaches that effectively promote ESL learners' language skills. The results of the study show that teaching strategies based on linguistic theories have significant effects in ESL teaching, especially in listening, speaking and reading skills. This study provides useful references and insights for ESL teaching practice.
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