Abstract
In the context of economic globalization, English has become increasingly essential for students’ communication and professional activities, necessitating higher proficiency in speaking and listening. The theory of second language acquisition posits that college English teaching can purposefully guide students’ learning and facilitate unconscious language acquisition. By integrating an output-oriented teaching method, students are provided with opportunities to practice and apply English, thereby addressing the traditional issue of “separation of learning and use.” This paper examines the application value of the output-oriented teaching method in college English under the second language acquisition theory and proposes several strategies to enhance college English classroom teaching. The goal is to develop students’ linguistic competence and improve their practical English skills.
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