摘要
随着全球化进程的加快，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科学的理论指导和实践依据本研究以二语习得理论为核心，结合国内外相关研究成果，探讨其在英语教学中的具体应用旨在通过理论与实践的结合，优化英语教学模式，提高学习者的语言能力和跨文化交际能力研究采用文献分析、问卷调查和课堂实验相结合的方法，选取某高校非英语专业学生为研究对象，从输入假设、输出假设、情感过滤假说等多个理论维度设计教学干预方案结果表明，基于二语习得理论的教学方法能够显著提升学习者的语言水平，特别是在语法准确性、词汇量扩展和口语表达能力方面效果尤为明显此外，研究发现情感因素如动机、焦虑等对学习成效具有重要影响，需在教学中予以充分关注本研究的创新点在于将多种二语习得理论整合应用于实际教学，并通过实证研究验证了其有效性，为英语教学改革提供了新的思路和参考依据同时，研究强调教师应根据学习者的特点灵活调整教学策略，以实现个性化和高效化的教学目标这一成果对推动英语教学理论发展及实践改进具有重要意义
关键词：二语习得理论；英语教学；输入输出假设；情感因素；教学干预
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 scientific theoretical guidance and practical basis for English teaching. This study focuses on SLA theory, integrating relevant research findings from both domestic and international contexts to explore its specific applications in English teaching. By combining theory with practice, the aim is to optimize English teaching models and enhance learners' linguistic competence and intercultural communicative abilities. The study employs a mixed-methods approach, incorporating literature analysis, questionnaire surveys, and classroom experiments, with non-English major students from a university serving as the research participants. Teaching intervention schemes were designed based on multiple theoretical dimensions of SLA, including the input hypothesis, output hypothesis, and affective filter hypothesis. The results indicate that teaching methods grounded in SLA theory significantly improve learners' language proficiency, particularly in terms of grammatical accuracy, vocabulary expansion, and oral ex pression skills. Additionally, the study reveals that affective factors such as motivation and anxiety play crucial roles in learning outcomes and should be given adequate attention in the teaching process. The innovation of this research lies in the integration of various SLA theories into practical teaching scenarios, which was empirically validated through this study, providing new insights and reference for English teaching reform. Furthermore, the study emphasizes that teachers should flexibly adjust their teaching strategies according to learners' characteristics to achieve personalized and efficient teaching goals. These findings hold significant implications for advancing the development of English teaching theory and improving its practical application.
Keywords：Second Language Acquisition Theory; English Teaching; Input Output Hypothesis; Affective Factors; Instructional Intervention
目 录
摘要 I
Abstract II
一、绪论 1
(一) 二语习得理论与英语教学的研究背景 1
(二) 研究意义与价值分析 1
(三) 当前研究现状综述 1
(四) 本文研究方法与框架 2
二、二语习得理论的核心概念及其应用 2
(一) 输入假说在英语教学中的实践 2
(二) 输出假说的理论基础与教学策略 3
(三) 互动假说对课堂活动设计的影响 3
三、二语习得理论在英语教学中的实施路径 4
(一) 教学目标的设计与优化 4
(二) 学习者个体差异的考量与应对 4
(三) 文化因素对二语习得的影响分析 5
四、二语习得理论的应用效果评估与反思 6
(一) 英语教学实践中存在的问题与挑战 6
(二) 教学效果评估方法的设计与实施 6
(三) 基于反馈的教学改进策略探讨 7
结 论 8
参考文献 9
