摘 要：随着全球化进程的加速，英语作为国际通用语言的重要性日益凸显，而二语习得理论为英语教学提供了重要的理论支撑和实践指导。本研究旨在探讨二语习得理论在英语教学中的具体应用及其效果，通过结合认知、社会文化及互动等多维度视角，揭示其对学习者语言能力发展的促进作用。研究采用混合研究方法，以某高校非英语专业学生为研究对象，通过问卷调查、课堂观察和深度访谈等方式收集数据，并运用统计分析工具对结果进行量化与质性解读。研究表明，基于二语习得理论的教学设计能够显著提升学习者的语言输入质量、输出机会以及交互能力，同时增强了学习动机和自主性。创新点在于将社会建构主义与认知加工理论相结合，提出了一种动态、个性化的教学模式，强调真实语境下的意义协商与反馈机制。这一模式不仅优化了传统教学方法，还为个性化学习路径的设计提供了新思路，从而为英语教学改革提供了理论依据与实践参考。研究结论表明，深入理解并灵活运用二语习得理论，可以有效提高英语教学的质量与效率，推动学习者向更高水平的语言能力发展。
关键词：二语习得理论；英语教学；社会建构主义；认知加工理论；个性化教学模式
Application and Effectiveness of Second Language Acquisition Theory in English Language Teaching
英文人名
Directive teacher:×××
Abstract：With the accelerating process of globalization, the importance of English as an international lingua franca has become increasingly prominent, and second language acquisition (SLA) theory provides crucial theoretical support and practical guidance for English teaching. This study aims to explore the specific application and effects of SLA theory in English instruction by integrating multiple perspectives, including cognitive, sociocultural, and interactional dimensions, to reveal its role in promoting learners' language development. A mixed-methods approach was adopted, with non-English major students from a university serving as research participants. Data were collected through questionnaires, classroom observations, and in-depth interviews, and statistical analysis tools were utilized to provide both quantitative and qualitative interpretations of the results. The findings indicate that instructional design grounded in SLA theory can significantly enhance the quality of learners' language input, increase output opportunities, and improve interactional competence, while also strengthening learner motivation and autonomy. An innovation of this study lies in combining social constructivism with cognitive processing theory to propose a dynamic and personalized teaching model that emphasizes meaning negotiation and feedback mechanisms within authentic contexts. This model not only refines traditional teaching methods but also offers new insights into the design of individualized learning pathways, thereby providing theoretical foundations and practical references for English teaching reform. The conclusions suggest that a deep understanding and flexible application of SLA theory can effectively improve the quality and efficiency of English teaching, facilitating learners' progression toward higher levels of language proficiency.
Keywords: Second Language Acquisition Theory；English Teaching；Social Constructivism；Cognitive Processing Theory；Personalized Teaching Model
目 录
引言 1
一、二语习得理论的核心概念与框架 1
(一)二语习得的定义与内涵 1
(二)主要理论流派概述 2
(三)理论框架对英语教学的启示 2
二、输入与互动在英语教学中的应用 3
(一)输入假说的理论基础 3
(二)课堂互动设计的实际应用 4
(三)输入与互动效果的实证研究 4
三、学习者个体差异对英语教学的影响 5
(一)年龄因素与语言学习能力 5
(二)动机与态度的作用分析 5
(三)学习策略的教学引导 6
四、输出与反馈在英语教学中的作用 6
(一)输出假说的基本原理 6
(二)反馈机制的设计与实施 7
(三)输出与反馈对学生语言能力的提升 7
结论 8
参考文献 9
致谢 9
