“输入假设”和“情感过滤假设”在英语教学中的运用

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ONTHEAPPLICATIONOF“INPUTHYPOTHESIS”AND“AFFICTIVEFILTERHYPOTHESIS”INENGLISHTEACHINGbyThJingJune,2007XiaoganUniversityContents1.Introduction12.Ontheapplicationinprimaryschool22.1Themethodofcreatingtheatmosphere22.2Themethodofnaturalacquisition22.3Themethodofbodylanguagehints32.4Themethodofsongstimulation33.Ontheapplicationinmiddleschool3.1Thechoiceofthelisteningmaterials43.2EncouragingstudentstospeakEnglishmore53.3Attachingimportancetoemotionalfactor64eOntheapplicationintheuniversity6 Furtherstrengtheningthetrainingoflisteningcomprehensionandproposinghigherdemand7Strengtheningstudents1abilityofthelanguagecommunication7Conclusion8Bibliography10“输入假设”和“情感过滤假设”在英语教学中的运用摘要当今，英语学习变得越來越重要。因此，怎样又快又好的掌握英语成为一个重要的话题。目前，我国的英语教学虽然受到了越來越多的重视，然而整体英语教学水平却不容乐观•教师和学生都在英语上花费了很多工夫，但是效果却并不理想。20批纪70年代，克拉巾提出了著名的“语言习得”理论。本文以该理论中的“输入假设”和“情感过滤假设”为出发点,提出了在大，屮，小学英语教学屮的不同侧重点。即小学侧重于“听”;屮学侧重于“听+说”；大学侧重于“听+说+交际”。根据分析学生各个阶段的阶段特征，笔者具体提出了一些教学方法。关键词：二语习得；输入；情感过滤；情感因素，英语教学 AbstractNowadays,studyingEnglishbecomesmoreandmoreimportant.So,howtograspEnglishwellandquicklybecomesaveryimportanttopic.Atpresent,thoughourcountryhaspaidmoreattentiontoEnglishteaching,thewholelevelofEnglishteachingwasnotgood.TeachersandstudentshavespentsomuchtimeinEnglish,buttheresultisunsatisfactory.Inthe1970s,StephenD・Krashenputforwardafamoustheory—LanguageAcquisition.Thispaperusesthetheory—“InputHypothesis^and“AffectiveFilterHypothesis"asthestartingpointtoproposedifferentemphasisontheEnglishteachingofprimary,secondaryanduniversityeducation.Theprimaryschoollaysparticularemphasisonlistening;themiddleschoolonlisteningandspeaking;universityonlisteningspeakingandcommunication.Keywords：Acquisition;Input;AffectiveFilter;Affectiveelement;EnglishteachingOntheApplicationof“InputHypothesis”and“AffectiveFilterHypothesis"inEnglishTeaching1・IntroductionInthe1970s,StephenD・Krashen,afamouslinguistinU.S.A,putforwardafamoustheory—LanguageAcquisition,whichisoneofthemostpowerfultheoriesintheworld.Thistheoryismainlyformedby5hypothesesaboutlearningthesecondlanguage:Acquisition-LearningHypothesis;InputHypothesis;NaturalOrderHypothesis;MonitorHypothesisandAffectiveFilterHypothesis.Accordingtothistheory,peoplegrasplanguagesbytwomainlyways:acquisitionandlearning.Amongthem"acquisitionHmeansthatthelearnerslearnakindoflanguagebycontactingandcommunicatingw让hexternalworld,absorbgraduallyandusethiskindoflanguageunderakindofunconscious.Andthewordnlearningnmeansthatlearnersstudyandgraspakindoflanguagereasonably(usuallyrefertothesecondlanguagenotincluding learner'smothertongue)atconsciousstation.Inthese5hypothesesaboutlearningthesecondlanguage,Stephenpointedoutthat"InputHypothesis5'wasthecoreofthetheory~LanguageAcquisition.Accordingtothishypothesis,"inputtingterm"whichwascontactedbytheacquisitionswasneithermoredifficultnortoosimple.Specificallyspeaking,Stephensetthelevelwhattheacquisitionshasinlearningthesecondlanguageas"i”.Thentheinputtingtermcannotbe“i+2‘，itmeansgobeyondtoomuchor"i+(Titmeanscloseorequatetheacquisitions'oldlevel.Thesetwokindsofmethodsarebothunfavorabletotheimprovementofthelanguagelevel.Idealinputlanguageshouldbe“i+1'二thatisslightlyhigherthantheoldlevel"i”・Unlessinthisway,theacquisitionpersoncanunderstandtheHnewcontentsnintheinputtinglanguagethroughknowledgeexperienceinthepastanddifferentconversationinthetest.Iftheacquisitionsfollowinorderandadvancestepbystep,sentencestructurenaturallyHinputntothebrain,theirlevelsoflanguagewillbeimprovedgraduallytoo.Meanwhile,Stephenstillpointedoutthatthoughtheunderstandingofinputtinglanguageisthenecessaryrequirementinthelearninglanguage,thisisstillfarfromenough.Intelligibleinputisvalidonlywhenaffectivefilterislower(Krashen,1982).ActuallyuAffectiveFilter^isanobstacletoabsorbtheknowledge,whichcamefromtheacquisitions，psychologyinlearninglanguage.Ithamperedtheacquisitionstounderstandandabsorbcompletelytheinputtinglanguage・Theweaklearningmotivation,insufficientself-confidenceandtheanxiousmayhaveledtoaffectivefilter.Soinourteachingactivities,howtousetheStephen^stheoryguideteachingbecomequiteimportan匸Theteacher,onlywhilegivingstudentstheappropriatelanguagetoinputinanappropriateway,reducesthefactoroftheaffectivefilterandimprovestheteachingresultmosteffectivelyasmuchaspossible・2・OntheApplicationinprimaryschoolsAccordingtoasurveyreportof“solo"，theprojectofsettingEnglishcourseineveryprimaryschoolinourcountrybegansincetheautumnof2001.Itisgenerallyfromgradethree;insomebetterconditionsorcountriesofferfromgradeone.ThoughinShanghai,somekindergartenswithbetterconditionshaveopenedEnglishinterestclass,sofarasthewholenationalsituation,wecanbasicallyregardthepupilsastheEnglishbeginners-Thepupils，attentionsofdurationisshort,theyareactiveandtheircuriositiesareextremelystrong,especially,low-gradepupils.So,theteachersshouldstimulatethestudents'interestsofstudyingandtraintheirgoodstudyhabitsasthefocalpointofEnglishteachingatthisstage.Ifteachersdonotunderstandthechildren'sagecharacteristic,theymayhavethewrongidea.ItmakechildrenbecomeresentfultolearningEnglish,i.e.nAffectiveFilternmentionedinfrontofthisthesisistoomuch, obviously,Itisextremelyunfavorableforchildrentolearnthesecondlanguageandsucceedinthefuture.Tothepupifscharacteristics,teacherscanguidethemfromseveralfollowingaspects:2>1ThemethodofcreatingtheatmosphereAccordingtothepupiTsinterestcharacteristic,teacherscouldcreatetheEnglishatmospherethattheylike.Forexample,teacherscanopenupEnglishfieldonthewall,andstickthewordsthattheylearnedusuallytothewallintheformofpicturetoencouragethestudentstoknowmorewordsfromthemultiplechannels,andstickthenewwordstothewallconstantly.Asaccumulatingcertainamountsofpictures,theteachercanencouragethestudentstocompilethestorywiththewordsonthewall,inordertostimulatetheirinterestinlearningEnglish・ItdoesnotmatterthatChineseandEnglishismixedinthestory,whenstudentsweavethestoriesatthebeginning.Forexample,"有一天，一只monkey碰到了一头elephant,monkey对elephant说，'Hello,elephant,我们一起play好吗?5Elephant非常happy,它说，'Ok,Ok!'vInthisway,thestudentsareinthewholeatmosphereoftheclassroomandwillgiveplaytotheirownimaginationundertheteacher'sencouragementconstantly,thentheywillweavethelittlestoryvividandinterestingly.Gradually,withtheincreasingofstudent^vocabulary,theChinesepartinthestorywillbesubstitutedbyEnglishmoreandmore,andstudentsaretothegraspofthebasicword,andtheywillbemorepictoriallyclearintheapplicationofbasicdailyconversation.ThemethodofnaturalacquisitionAtthebeginningtheteachersmightusethemethodof"English+Chinesetranslationwhenteachinginthedailyconversation.thentrytosavetheChinesetranslationgraduallyandnaturally.Forexample,whentheteacherwantstoletthestudentsopenthebook,theycansay,"Pleaseopenyourbooks"青翻开书「Afterrepeatingthisordermanytimesinclasses,teacherscantestitinoneclass,onlysay“Pleaseopenyourbooks."AndomitthefollowingChinesepart.Atthismoment,teachercouldfindthatquiteafewofclassmatecandoitaccordingtoteacher'sinstructionaccuratealready;itmeansthisnewsentencehasalreadybeentransmittedtostudents1brainandhasbeenfeedbacksuccessfully,oncethewriterdidsuchatest:Alittleboyingradeoneofaprimaryschooloftenplaysathomeinrelative'sfamily,IoftenspeaktohiminwayofHEnglish+Chinesetranslationn・Onceatime,whileplayingthebuildingblockswithhim,itwasblowingoutside・Ispeaktohimatwill,“Pleaseclosethewindow.”Ihavenotturnedsighttothewindownortotheoutside,withoutanyhintswhensaying,thenthelittleboyhasrunoverandclosedthewindow.AfterseveralminutesIaskedhimwhyhewenttoshutthewindow,hesaiditisIaskedtodothat.I askedagainitwasinEnglishorinChinesewhenIaskedhimtodothat,butthelittleboycan5tremembe匸Itmeans,theinformationofinputtingtermhasalreadytransmittedtotheacquisition^brainunderakindofunconsciousstationnaturally・Themethodofbodylanguagehints"Thebodylanguagehints"meansthattheteachercanhintthemeaningofsomeinputtinglanguagestostudentsbyusingthebodylanguage,forexample,whentheteacherfoundapupilwantedtodrawthepicturehaphazardlyonthewall,teachercansaytohimwhileshakingthehand,HNo,don'tdothat”.Foranotherexample,astudenthasdoneagoodthing,theteachercansaytohimwhilethumbingup,"Goodboy!”Inthisway,evenifstudentshavenotstudiedthesetwosentences,theycanalsosucceedinguessingthemeaningthroughtheteacher'smovements-ThemethodofsongstimulationTeachercanstimulatethestudents9passionsforlearningbysingingsomesimpleEnglishsongs.Andinpossiblecases,teachercouldencourageeverybodytofollowinthesongtomakecorrespondingmovements-Forexample,thewriteronceheardsuchaverysimpleandinterestingsong，"TeddyBear,TeddyBear,turnaround.TeddyBear,TeddyBear,touchtheground.TeddyBear,TeddyBear,showyourshoes.TeddyBear,TeddyBear.Thatwilldo：Studentsmakethecorrespondingmovementswhilelisteningtosongunderteacher9sencouragement.Theteachercanevenalsodividestudentsintoseveralgroups;andseewhichgroupcanmakesureattheendwithoutmakingmistakes.Inthiswaythestudents*learningpassionswillbestimulatedoutgreatly.Inaword,IthinkthattheEnglishteachingatthestageofprimaryschoolshouldrelymainlyonlistening,andtheteachersshouldregardstimulatingstudents'interestsinEnglishasthegoal.Theteachershouldhaveaclearunderstandingonthestudents9abilitiesofunderstandingandtheleveloftheirknowledge,andmustnotbotheryourheadabouttheirprogresses—・trytohelptheshootgrowbypullingitupward.Youhadbetternotusesuchas"thesubordinateclauseoftherelation^/1presentcompletivetenseHandsoon,anddon^tteachboringlythegrammarwiththeseabstractvocabularies.AmericanpsychologistBrunerhaseversaidinhisbook:”EducationalCourse",thebestencouragementoflearningistheinterestinlearnedmaterials.Whileincreasinginputtostudentsconstantly,teachershelpstudentstosetuptheirself-confidencesasmuchaspossible,andtrytominimizetheinfluenceoftheaffectivefilterfactor,inthisway,theinputresultcouldbeimprovedmosteffectively. 3・OntheApplicationinmiddleschoolsPsychologyresearchshowsthatlearningforeignlanguageisthecoursethatinternalcauseandexternalcauseactontogethe匚Theso-called"internalcausemeanlearnersthemselves,but"externalcause"meanstheacademicenvironmentthatlearnersarein.Inthelearnerrespect,whethertheirstudiesaresuccessfulornotiscloselyrelatedwiththeirintelligencefactorsandtheunintelligencefactorisoftenplayinggreatrestrictionfunction.Theunintelligencefactorhadincludedalotofrespects.Forinstancethelearner'slearningmotivation,willpower,self-confidence,thepersonality,habitetc.Undertheprerequisitewithstudent'sbalanceableintelligencelevelandrelativelystableknowledge,itisessentialtoimprovingtheEnglishteachingqualitywhichraisesthemiddleschoolthathowtoarousethestudents9enthusiasmoflearningEnglishtothemaximumextentandtrytominimizetheinfluenceoftheaffectivefilterfactor.Theteenagersofthemiddleschoolareattheagestageofgrowingupfast,egoconsciousnessstrongandpuzzledage.Atthisstage,factorssuchastheego,theself-imageandself-esteem,etc.areinpeakperiod・Consequently,theteacherneedstotakefactorofthesestudents1personalitiesintoaccountwhilemakingteachingplansformiddleschoolstudents.Generallyspeaking,withtheenhancementofcomprehensionandthenaturalthought,themiddleschoolstudentsdonotneedtoomanypicturestostimulatetheirsenseorganlikepupilAtthisstage,theinputofEnglishshouldbeincreaseenormously,besidesTistening：andwealsoshouldattachimportancetothestudents^abilitiesof"speaking；Particularly,theteachercanmakeeffortsfromseveralfollowingaspects:ThechoiceofthelisteningmaterialsDuringthelearningthesecondlanguage,listeningisthemostimportantkindofinputroute.Thecontentsofthelisteningmaterialscannotbeunderstood,i.e.isnotinputeffectively,andwedonotknowwheretobegintoinput"speaking"or"writingn.SotheEnglishlearnedisjust"thedeafanddumpEnglish'9.Moreover,expertswhoresearchmodernreadingbelievethatinfact,thetrainingtoearsisagoodtrainingcourseofstimulatinglisteningquantitygrowth・Themorestimulate,thegreaterinputis・Thisisnotonlyextremelyfavorabletonspeakingbutalsoofgreatadvantagetoreadcorrectlyandwritewell.Economicdevelopmentlevelsofdomesticareasarewidelydifferent,andthenumberoftheschools,whichhavereadyconditionstosupplystudentswiththemultimediaapproachtolearning,isstillless.So,usingthetapeisthemostextensivekindofmeansatpresent.Now,alotoflisteningmaterialsaresoldinthebookstore,butmanyofthemarenotverygoodmaterials.Becausetherearenotabitemotionalcolors joining,oneorseveralrecordersjustreadthematerialsstifffromthebeginningtotheend.Suchlisteningmaterialsareextremelyinadvisable,becausestudentsareduringtheprocessoflisteningtothem,andwilloftenfeelflatandinsipid,graduallytheywilllosetheinterestinlearningEnglish.Goodlisteningmaterialsshouldbetakenfromtruelifeandcanmakelistenersstayamongthem,forexampleLOOKAHEADwhichBritishLongmanpublished,anditisverypopularSTEPBYSTERetc.Formanyyears,theyhavebecomefavorablynoticednumerouslyfortheirreallanguageanddrawingmaterialsextensively.Inaddition,onthedifficultyofthelisteningmaterials,weshouldfollowinorderandadvancestepbystepandincreaseconstantlyonthebasisofstudents*abilitytoaccept.EncouragingstudentstospeakEnglishmoreBaseonthepremisethattheinputoflisteninganddifficultyareincreasingconstantlyweshouldencouragestudentstospeakEnglishmore,theabilityofspeakingEnglishshouldbepaidattentiontotoo.Inteaching,alotofteachersreflectedthatthestudentswithgoodoralEnglishareoftengoodatoutstandinginlistening.Itmeanstoagreatextent,that”speaking”isthefeedbackandoutputoftheresultto"listeningn.Ifyouwanttoencouragestudentstospeakmore,youshouldhelpstudentscreateakindofgoodEnglishatmosphere.Thesurveyreportof“soloHprojectreveals,theconstructionoftheEnglishatmosphereisveryscarceinthecampusofmiddleschool,basicallyhaveanyEnglishactivitythatpromotesstudentstousetheirabilities,itisextremelyunfavorabletoimprovestudents9oralEnglish.Ifyouwanttochangethiskindofstate,teachersshouldusemorebrains,evensolicittheopinionfromstudentsandunderstandtheirneeds,notonlyencouragethestudentstouseEnglishtobeexchangedintheclassroom,butalsoraisetheirinterestsofspeakingEnglishthroughvariousextracurricularactivitiesofEnglish(suchastheEnglishcorner,Englishweek,Englishparty,etc.).AttachingimportancetoemotionalfactorWeknowthatthepassiveemotionfactorhinderedtheacquisitionstogettingthechanceforusingthelanguageandinputtingtothemaximumextentandit'salsohinderedthemtoabsorbanddigesttheinputeffectively.So,itisextremelyimportanttopayattentiontotheemotionalfactorandhelpstudentstoovercometheanxioussenseoflanguages.Itrequeststheteachertopaymoreattentiononhiswordsandcantdenystudentseasily,allowstudentstomakesomesmallfaultsandaccepttheirfaults.Someteacherlikessayinglikethis,"theboysareworsethangirlinlearninglanguage'5,or"itisdifficultforboystolearnEnglishbetterthangirlsH.Undertheseharmfulconsciencehints,boyswouldthinkitisnaturaltheyarenotgoodatlearningEnglish,inthecourse oftime;theywillloseinterestsandconfidencesinstudyingEnglishslowly.Amongteaching,teachersshouldcreateonelighthappyinputenvironmenthardthroughvividinterestingteachingmeansforstudentsandreducestudents1anxioussenseononehand.Ontheotherhandteacherscan'tletstudentsindulgetheirfreedomsandhavenogoalsandpressureatall.Theteachershouldhelpstudent'sanxioussensetoturnintothemotiveforceofstudyingasmuchaspossible,thustheycanfaceactivelyandacceptthe"inputsn.Inaword,thestudentsatstageofthemiddleschooling,haveextremelystrongabsorbabilitiesandplasticities,atthesametimetheyhavesupersensitiveness-Whileacceptingnewstudytaskconstantly,theyneedtogetothersurgentlytoo,especiallytheaffirmationofteachersandparents.So,tothestudentsofthisage,weshouldpayextremelyattentiontostudent^changesofpsychologyandmaketheirinterestinEnglishcontinuemaintaining,exceptnbothlisteningandspeaking^.4・OntheApplicationintheuniversityIncontemporary,thereareseveralbasicprincipletheoriesintheacquisitionoflearningthesecondlanguage:l.Thelanguageisfunctionalone(thepurposeoflearninglanguageisemployed);2.Thelanguageischangeable(iethelanguagehasdifferentformsofexpressionindifferentlinguisticcontext);3.Thelanguagelearningisthattheculturelearning;4・Theacquisitionoflanguageisalong-termcourse;5.Theacquisitionoflanguagecometruethroughthemeaningfulusingandcommunication;Theskillofthelanguage(Listening.Speaking.Reading.Writing)isinterdynamic;Themothertonguecanpromotelearningforeignlanguage.Inthemiddleofthe1960s,Chomsky(Chomsky,1975)hasputforwardtheconceptof"LinguisticCompetencen.Hethoughtthemankindpossessesthebornabilitytograspmothertongue,thelanguageistheabstractregularsystemexistinginformulationsentencewithintelligence,andlanguageabilityisakindoftalentsenseoftheheartbrain.Healsothoughtpeoplecancreatethelimitlesssentences,oncegraspingthelanguageabil让y.Tothistheory,Hymes(Hymes,1971),asociallinguistofU.SA,putforwardtheconceptof"CommunicativeCompetence“inthe1970s.Hethoughtpeople'slanguageability,halfisthepsychologicalcategory,halfisthesocialcategory,e.theabilityofusinglanguageinsocialcommunication.Thestudentsintheuniversitiesarebecomingriperinpsychological,theiroutlooksonworldtakeshapegradually.Thestageofuniversitycanalsoberegardedasstudentsandmovedtowardsonepreparatorystageofthesocietybythecampusatstage.SoIthink,itisalreadyfarfromenoughtolayparticularemphasisonlyon,Tistening"and“speaking'，amongthestageofuniversityEnglishteaching,and"CommunicativeCompetence^shouldbealsopaidattentiontomoreandmore.Particularly,wecantry hardfromtwofollowingaspects.4.1FurtherstrengtheningthetrainingoflisteningcomprehensionandproposinghigherdemandInlisteningcomprehension,thedemandforuniversitystudentsshouldbehigherthanitforthemiddleschoolstudents.TheteachershouldencouragestudentstolistentomoregenuineandquickerEnglish.Theycanlistentomorebroadcastofforeignradios(suchasVOA,BBC),orseesomeEnglishoriginaleditionfilmswithcomparativelyclearlanguage;itisallveryhelpfulforstudentstoimprovetheirlisteningcomprehensionandstrengtheninterestsinEnglish.Inaddition,intherespectofspeaking,thedemandforuniversitystudentscantalreadybeonlyconfinedtothelevelof"transmittingitalsoshouldmakethemtoknowhowto"transmit”moreingeniouslyandgenuinely,popularlyspeaking,howtosayasentence"morebeautifuFForexample,onceinaclass,onestudentsaidsuchsentencewhiletellingalittlestorytoeverybody,HEverybodyinthelaughedathim.'，Thentheteacheraskedeverybodythatwhocanexpressthismeaninginbettersentence,soastudentanswered,"Hebecamethelaughingstockoftheclass."Inthissentence,studentswereexposedtoanewword"laughingstockAfterfullyaffirmingtothesetwostudents,theteacherhaswrittenaphraseontheblackboard,"exposeoneselftoridicule，'，so,thestudentshaveknownanewexpression.Intheclass,theteachershouldoftenleadeverybodytodothesimilarexercise,thestudentsnotmerelyknowhowtoexpressthesamekindofmeaningbydifferentmeans,anditimprovesgreatlytheirinterestsinexpressionofEnglish.4.2StrengtheningthelanguagecommunicationabilityofstudentsAssocialanimal,humanracemustdealwithvariedpersonsinthesociety,itis"communicationH.Wecansay,communicativecompetencehasalsoreflectedthefinalgoalofthelanguages9functionandacquisition.So,whiletrainingtheuniversitystudents^abilitiesinlisteningandspeaking,weshouldpaidattentiontotheabilityofutilizingthesecondlanguagetocarryoncommunication.Anykindoflanguagecanalsobedividedintoseveralkinds:formal,informalandoral,onthebasisofitsintensity,soEnglishisnoexception.Inthiswayuniversitystudentsshouldknowhowtousedifferentlanguagesofformalintensityindifferentoccasionsofformalintensity.Forexample,whenstudentslearnhowtowritetheinvitationcard,theteacherrequiresstudentstowritethreeinvitationcards,onetotheirowngoodfriend,onetotheirownteacher,anothertoinviteonegovernmentimportantofficialtojoinoneformaldinnerparty.Then,studentswouldconsiderwhatkindofdifferencethesethreeinvitationcardsandneedinginthelanguage,evengotoconsultsomerelevantmaterialsaboutwriting theinvitationcard,thustheylearncorrectliterarystyle.Moreover,thethingsthatstudentslearntbyowneffortsandattemptareoftenmorelastingthanthosewhichtheteachertransmittedmoredirectly.Inaddition,thecultivationofstudent^self-confidenceisanimportantrespectofstrengtheningtheirlanguagecommunicationabilities.Inthisregard,theteachercantrytoletstudentsmakesomemore"Presentation^intheclass,orletthemstandinfrontofthelectureplatformtoexplainthelessoncontentforeverybody,andthentheteachercanmakeanappropriatesupplementtothat.Thetotalguidelineisthatstudentstolearnhownottohavestagefright,daretodisplaymyselfinfrontofthepublic,showownview,andtrytoreducetheemotionfactornegativeeffecttoacquisitioninlearningEnglish.Inaword,universitystudentsareatthetransitionstagefromcampustosociety.Duringsuchastage,thegraspingofthesecondlanguageisnotonlyregardedasakindofskill,butalsoakindofcommunicationmeans.Soweshouldhelpstudentstoimprovetheirabilityofusinglanguageandhumanequalityassoonaspossible,sothatitcanparticipateintheinternationalcross-culturalcommunicationbetterinthefuture.5.ConclusionNowadays,thecross-culturalcommunicationismoreandmorefrequenttoconcludethespeechinternationally;StudyingEnglishismoreandmoreimportant.SohowtograspEnglishwellandquicklybecomesaveryimportanttopic.Thewritertookthefamoustheory—LanguageAcquisition,whichStephenD.Krashenputforward,asaguide.Accordingtothepresents让uationoftheEnglishteachinginprimary，secondaryanduniversityeducationandcombiningthespecificcases,thewriterproposedownpoint:Duringthesethreedifferentstages,thereshouldbeitsdifferentemphasispointsinEnglishteaching.Theprimaryschoollaysparticularemphasisonlistening;themiddleschoollisteningandspeaking;universitylisteningspeakingandcommunication.Thewriteralsothink,inEnglishteaching,teacherscan'tbeanxiousforsuccess,mustworksteadilyandmakesolidprogress,itisaskedtosteadyandrealistic,anditcouldimprovethelevelofEnglishteachingonthewholeinthisway. 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