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.
Highlights
Business English is defined as the application of English language in business situations
It concludes that the theory of Second language acquisition (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
The present research will try to answer the questions such as: How is the theory of SLA applicable for Business English teaching? Or what are the essential implications of SLA theory for Business English teaching in China? This paper makes a detailed review of related studies, and points out the essential implications of second language acquisition theory for Business English teaching in current China, in order to enrich the theoretical foundation of Business English development
Summary
Business English is defined as the application of English language in business situations. The newly-established independent discipline of Business English in China still lacks a theoretical framework of its own, and more researches on Business English teaching theories and methods should be conducted from different applicable theories and practices already existing in the academia. The study of second language acquisition has started from the late 1960s, but the theory of inter-language proposed by Selinker (1972) makes the very beginning of SLA researches as an independent field of study from applied linguistics. What are the essential implications of SLA theory for Business English teaching in China? This paper makes a detailed review of related studies, and points out the essential implications of second language acquisition theory for Business English teaching in current China, in order to enrich the theoretical foundation of Business English development The present research will try to answer the questions such as: How is the theory of SLA applicable for Business English teaching? Or what are the essential implications of SLA theory for Business English teaching in China? This paper makes a detailed review of related studies, and points out the essential implications of second language acquisition theory for Business English teaching in current China, in order to enrich the theoretical foundation of Business English development
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