Implications of the Critical Period Hypothesis for Oral English Instruction in Primary Schools in China
Abstract
Oral language instruction has long been overlooked in primary school English education in China. However, with the rapid pace of globalization and the growing demand for English proficiency, oral skills have become a crucial part of students’ overall language competence. Based on the Critical Period Hypothesis (CPH), investigating the sensitive period for language learning at different ages and its implications for educational practices has become a key approach to improving educational quality. Therefore, this paper seeks to explore how to enhance the quality of oral language teaching in primary school English classrooms in China through the application of the CPH. It specifically focuses on adopting effective teaching strategies to help students overcome challenges in oral language learning, thereby fostering the holistic development of their language skills. In addition, this study reviews and analyzes relevant literature, with a focus on recent research findings. And the results indicate that teaching strategies based on the CPH, such as group role-playing and dubbing activities, can effectively improve students’ oral language skills. These methods provide students with more opportunities for language practice, thereby addressing the shortcomings of oral language teaching. However, further experimental research is needed to validate the effectiveness of these teaching strategies.
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