The Study Of English Language Environment In Rural Middle School Students

In recent decades, foreign language teaching and foreign language teachers, researchers began to focus on second language acquisition theory and foreign language learning foreign language teaching guide, it can be said that second language acquisition theory to our foreign language teaching has very important implications, particularly is the basic stage of English language teaching. But in the vast expanse of our country, language learning environment is different, especially in urban and rural environments vary greatly, resulting in second language acquisition theory of language learning guide is a marked difference. China is a country the majority rural population, rural areas of the education targets are also the majority of rural basic education, foreign language teaching section of the problem is very prominent. Therefore, theories of second language acquisition of basic education in rural areas to carry out paragraph is very important for the guidance of English teaching in rural areas have important practical significance.Environment in human development plays an important role in learning in different environments servants, to a certain extent, have different learning outcomes, so people began to keen on the research on the learning environment. Poor teaching environment in rural areas, small English language environment, lack of teacher resources, teaching methods and other issues behind the direct result of language input and output, and lack of motivation to learn the low level of English language learners, English language and cultural acceptability of the poor, as a constraint to rural schools English education major practical problems, learning problems in which English language environment is the most important issue. Rural secondary school students access to English-speaking environment is very small, inadequate quantity of language input received, the nature of learning a language is to communication use, but the lack of actual use in rural environment.This article on the English learning environment in urban and rural contrast starting to explore the language learning environment, rural status of the investigation and analysis concluded. In the use of second language acquisition theory to guide the rural English-medium instruction from the current situation of teaching practice in rural areas, increasing the amount of language input, minimize the difference between rural and urban environment, create an appropriate English language learning situation and environment, and enhance the improvement of the quality of English teaching in rural areas.Most previous research managers from the English teaching and English teachers, negative factors arising in the course viewed in the light of the effect of learning English situation. This article is from the impact of learning English, analyzes the acceptance of English education in an environment where the effects of impact on students learning English.Introduction of this article introduces the research background, review of second language acquisition theory, language learning environment and significance, and research methods.The main four parts: The first part is the second language acquisition and language concepts such as the definition of the environment, the development of second language acquisition theory of the three stages of second language acquisition and language environment interactions. The second part of the rural school English teaching environment and current situation of English learning environment, use of questionnaires, testing, analysis, investigation, comparison, discussion and other methods, under the guidance of second language acquisition theory based on English teaching in rural and urban context Status differences were compared. Mainly rural characteristics of middle school English teaching and learning environment; the prevalence of English Teachers; rural English classroom learning environment; family language learning environment; community and review issues such as social environment, and analysis of these factors influence the students learning the English language, and English-speaking countries of rural students level of understanding of the cultural background of students learning English as well as the constraints of English teaching and learning environment in rural areas of Jilin Province is interested to learn rather than natural acquisition of such characteristics. The third part is the teaching environment of the rural English teachers and students to learn the main differences in comparison subjects and problems and their causes and analysis.The fourth part is the situation on the ground put forward countermeasures and suggestions. Mainly to improve the language environment, to increase language input; improve student motivation, students from passive learning to active learning; to increase the actual use of English language and other occasions, so it is necessary to improve the quality of English teachers, shaping the campus culture of additional English learning environment in English as far as the implementation of the whole teaching of English, leading to an increased input of other languages. Of course, rural communities to improve the environment, increase community use of English in context and frequency, in practice, nurtured, infection is also to improve the standard of English rural students is one important way.