二语习得理论与早期幼儿英语教学TheTheoryofSLAandEarlyEnglish_开题报告

1.1 Research Background

    As the theory of Second Language Acquisition is widely known and accepted by the new generation of educated parents, they pay more and more attention to their child’s early English learning. And the age of children who learn English tends to be lower and lower. Some English training schools even enroll students from 3 years old. What’s more, some parents begin to teach their child when they are pregnant. All the parents are hoping their child can learn English naturally in this way. This phenomenon is existed due to the theory of Second Language Acquisition (SLA).  Penfield1  has suggested that if children can acquire a vocabulary of a few hundred words of a foreign language before the age of 7 years it will be easier to develop fluency, and without an accent, in that language at a late age. Such children can also switch from one language to another, as appropriate, with no apparent difficulty.

1.2 Research Object

Though the age of English learner has become younger and more and more kindergartens, parents and communities have paid attention to English learning. There are still plenty of students both in primary and middle school can’t learn English well. Lots of students aren’t able to remember the words, understand the listening materials or reading, let alone grammar learning. So how can it be? Start learning at such an early age spending so much time and money, but still can’t obtain the skill to acquire English. Thus, the theory of SLA cannot be used directly to solve the English learning problems. In this paper, such phenomenons will be discussed to seek for some reasonable ways to help learn English. 

Current English Learning Situation 

Children at enlightening stage 

2.1.1 In Line with the Theory of SLA, What can kids get from training school? 

2.1.2 After class, what parents do can influence the learning effect. 

  2.2 The English Learning Condition of Year 1 or 2. 

2.2.1 Continue the natural way to learn and acquire. 

2.2.2 Current problems for them at this age. 

  2.3 The Conventional Responses to these problems. 

3. Think Deeply about the Aim of English Learning and Acquisition 

  3.1 The phenomenon of “Low Mark and Low Ability”

  3.2 The Phenomenon of “High Mark and Low Ability” 

  3.3 The Phenomenon of “High Mark and High Ability”

4. Combine the Theory of SLA with Conventional English Learning Methods. The Process will be divided into six stages. 

  4.1 Stage one: Children before 6  

     

   4.2 Stage two: Children between six to seven  (Phonic learn letters) 

   4.3 Stage three: Read properly. Cultivate reading habits. 

   4.4 Stage four: Being Grade one and two students.  

      4.4.1 Ways to practise and master the letters’ pronunciation and spelling. , 

           First, 

           Second, 

           At last, 

      4.4.2 Large sum of listening practise during the period.  

           First, listening to the tape about the story book which they read before. 

           Second, choose some comprehensive movies to watch and even imitate 

the character which they like. 

           Finally, if condition permits, choose a foreign teacher whose English is standard without accent to practise listening.

   4.5 Stage five: Getting into Grade 3 

      4.5.1 How to transfer the listening words into spelling and reading words.  

      4.5.2 How to read while encountering unknown words. 

   4.6 Stage six: Children From Grade 4  

      4.6.1 After accumulating a large number of listening and reading words. Use “i+1” methods to learn grammar.

      4.6.2 Children from non-native English countries gradually realize overall development of listening, speaking, reading and writing. 

Conclusion 

   The Theory of SLA is really important in the period of English learning and Acquiring. But if we only use the theory to instruct our teaching and learning, lots of children who can speak and listen but always fail in the exams will be trained. Thus it cannot work in China.Due to such reasons as entrance examination, children can be easily involved in the conventional learning style which is despised but accepted by parents. The purpose of the paper is to discuss and study how important the theory at the very beginning of English learning which can make great difference to the later study. First listen, then speak and read, finally write. To make the children learn and acquire English well without pressure instead of mute English, it also needs parents’ help, for example, keep the children practising listening and reading every day before going to school.

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