English Teaching To Children Within Language Acquisition Theoretical Framework

The theories of language acquisition have great impact on the Teaching English as Second Language (TESL). Research indicates that first and second language acquisition have something in common, but there are many differences in the light of learning condition and environment, motivation, language input and so on. In China, teaching English is as a foreign language, not the second language. But the theories of language acquisition still have great value on the Teaching English as Foreign Language (TEFL). In spite of the differences between the learning of mother language and that of foreign language, the teacher can adopt flexible teaching approaches and methods to exert a positive effect on learning motivation, classroom learning environment and language input. This article tends to have a detailed discussion on the teaching of English to Chinese children within language acquisition theoretical frame to analyze the effective factors from theoretical basis, operating principles to practical ways.This thesis takes Input Theory, Universal Hypothesis and Interactionist Theory as its theoretical basis and English Curriculum as its teaching base, and still connecting it with the present primary English education in China with the writer's actual teaching practice. The author tries to take the theory-practice way to do the research on the important role of the theories of language acquisition in English Language Teaching (ELT) to children, which can deepen teachers and pupils'understanding of teaching and learning strategies, improve the quality of ELT and thus constitute the optimal pattern of ELT to children.The Input Theory, Universal Hypothesis and Interactionist Theory provide sufficient theoretical basis for children ELT. Krashen's Input Theory holds that teachers should not only enable pupils to come into contact with a large quantity of meaningful, interesting input materials, but also provide them with low-filter learning environment in teaching process. The Universal Hypothesis holds that children are born with a set of Language Acquisition Device (LAD) or General Grammar, that we learn a language through activating LAD and emphasizes the creativity of learners themselves. In teaching, as much comprehensible input as possible should be presented; the teaching strategies in accordance with children's age and psychological characteristics in learning should be adopted to activate their LAD for acquiring language. The Interactionist Theory further emphasizes that language acquisition results from children's interaction with environment around them. In teaching, teachers should enrich the interaction patterns, carry out interctional activities between teachers and pupils, between pupils themselves, and build up positive and harmonious interactive relationship.The practice of ELT also shows that children ELT based on language acquisition theories accords with children's characteristics, provides them with learning environment like"acquiring mother language"and more opportunities for contextual practice, cultivates children's habits and abilities to acquire language, lowers their anxiety, motivates them, stimulates their participation, increases the variety of teaching activities and so on.