Implications of Second Language Acquisition Theory for Business English Teaching in Current China

Autor/inn/en	Wenzhong, Zhu; Muchun, Wan
Titel	Implications of Second Language Acquisition Theory for Business English Teaching in Current China
Quelle	In: English Language Teaching, 8 (2015) 9, S.112-118 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Language Acquisition; English (Second Language); English Instruction; Second Language Instruction; Business English; Applied Linguistics; Linguistic Theory; Curriculum Design; Media Selection; Teaching Methods; Performance Based Assessment; Educational Theories; Educational Practices; China + Suchen Sie Ihr Suchwort? Ausland; Sprachaneignung; Spracherwerb; English as second language; English; Second Language; Englisch als Zweitsprache; English langauage lessons; Englischunterricht; Fremdsprachenunterricht; Business; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Linguistics; Linguistik; Angewandte Linguistik; Linguistische Theorie; Lehrplangestaltung; Medienwahl; Teaching method; Lehrmethode; Unterrichtsmethode; Leistungsermittlung; Educational theory; Theory of education; Bildungstheorie; Bildungspraxis
Abstract	Second language acquisition (SLA) as a sub-branch of applied linguistics has been researched by Chinese and foreign scholars for over 40 years, but few researches have been done on its implications for Business English teaching which needs more language teaching theories to support. This paper makes a review of related studies, and puts forward a systematic framework of exploring the essential implications of second language acquisition theory for Business English teaching in current China based on the SLA concepts of input hypothesis, output hypothesis, affective filter hypothesis, learner-centered approach, natural language context, communicative approach, etc. along the whole process of Business English teaching. It concludes that the theory of SLA is applicable for Business English teaching in China and has essential implications in Business English curriculum design, teaching material selection, teaching method selection, and performance evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01