英语论文网

rstudy experiences, academic achievements, and parents’ worries as well. From her experience in thisfield, there is a question that has puzzled her for a long time.Many parents come to see the writer after their children have studied overseas for a period andask her such questions as: “My son has studied English in the U.S.A for nearly one year, why hedidn’t do well in the TOEFL exam and he couldn’t enter the university for his academic study?” “Mydaughter has studied English in the U.S.A for 2 years, why her TOEFL is only 61, which is too low toget the admission of the university. Why? She studied in a pure English environment. Why herprevious classmate in China has TOEFL 88? My daughter’s English level was better than herprevious classmate before she went abroad.” “My child has studied in the English center inAustralia for more than six months, why it is hard for him to get a higher score of IELTS to meet therequirement of the university admission?”
Reading all of the above, you will think that these questions are raised only by small part of herclients, not all of them. They couldn’t represent all the situations. But if you search the title “The top10 secrets known after going abroad ” (in Chinese 出国才知道的十大秘密) on the internet usingone of the biggest search engines “www. baidu. com”, you will be astonished to see the results“English can’t be mastered if you don’t work hard on it. In China I have thought that if I could studyEnglish in an English-speaking country, I would easily master it. “ (in Chinese 英语不努力学是掌握不了的，出国以前我以为到了国外有了英语环境，自己会不费力的通过语言关), which isalways ranked Top 1 among the ten secrets. Why Top 1? That means most overseas students agreeand support this statement. They would like to put this message top, because it represents theirexperiences and thinking. The Internet is global, not confined to any one area; overseas studentseverywhere in the world can read it and response to it. It contains a huge data sample, thus its resultrepresents the true situation.

Chapter Two Literature Review

Originated and illumined from Second Language Acquisition theories, scholars began todifferentiate the concept of ESL and EFL. Western scholars have made enough studies on ESL, butinsufficient research on EFL. Chinese scholars began to pay more attention on the studies of EFL. Inorder to have a better understanding and a good theoretical support in this area, historicaldevelopment of Second Language Acquisition and its major theories, as well as related studies onEFL are provided in this chapter.

2.1 Historical Review of Second Language Acquisition
Western scholars have paid attention to second language learning and teaching and have beenfascinated with its nature for centuries. Originating from the earliest colonizing of United Kingdom,the broad spreading of English language all over the world made English learning applicable. Untilthe 1940s, Britain was predominant in foreign language learning and teaching theories and systems,which were represented by Palmer (1917)[2], Hornby (1950)[3], West (1953)[4]etc. From the 1940sto the 1960s, a new force suddenly rose in the United States, theories and methods on Englishlanguage learning and teaching advanced rapidly, represented by Fries (1945)[5]. The developmentof Structuralism represented by Bloomfield (1933)[6]and Behaviorism represented by Skinner (1957)[7]provided the necessary theoretical premise for the early study 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。