Research on the Application of Linguistic Theories in Second Language Acquisition Within English Learning Contexts

Abstract

In English classrooms of primary, secondary and tertiary education institutions in China, routine teaching is still largely conducted through text study and mechanical memorization. Authentic foreign language communication contexts are extremely scarce, which constitutes the core reason for the low English acquisition efficiency and weak practical application competence of Chinese learners. Most students have learned English for many years, yet the accumulated vocabulary and grammatical knowledge are mostly fragmented, failing to form a complete cognitive system for the second language. The solidified influence of native language thinking and the absence of daily language application scenarios both directly constrain the development of students' advanced language competence. The traditional cramming-based classroom model can hardly meet the requirements of the new curriculum standard for cultivating core English competencies. Second language acquisition (SLA) theory, as a core research area of cognitive linguistics, mainly comprises three key acquisition processes: language input, cognitive internalization and language output, which can provide solid theoretical support for English teaching reform in China. Against the research background of the non-immersive English teaching environment in China, this paper systematically sorts out the core connotations and pedagogical values of four major SLA theories, and summarizes the adaptive advantages and practical obstacles of the localized application of the theories based on the actual teaching status of front-line classrooms. From multiple perspectives including classroom model innovation, communication context construction, teaching system optimization and upgrading of students' learning strategies, this paper proposes practical improvement approaches adapted to local learning conditions. Based on the actual pain points of English teaching in China, this study promotes the implementation of SLA theory in classroom teaching and fills the gap in the connection between linguistic theory and teaching practice. The research findings can further improve the localized English teaching system, effectively enhance learners' SLA quality and cross-cultural communication competence, and boast sufficient academic reference value and classroom guiding significance.