Apply SLA Theories To Improve The Effects Of College English Education

This paper is a discussion of issues in applying SLA findings to college English education, especially under the guide of monitor theory, environmental theories, language output hypothesis of SLA and in the follow of some other findings of SLA. Under the reality of college English education in China, we want to find the key reasons for the low effect of college English education. With the help of SLA theories, we try to get the solution for problems in college English education in China.Following the rules of SLA, the problems in language learning environment, curriculum setting, text books and the capability of English teachers are reasons for bad effect of college English education in China. Consequently, these parts in present China need necessary improving to approach the aims of effective college English education. For example, some Self-access-centers, which have been built in some foreign countries and have gotten success in language education, should be built in China's universities as soon as possible; reforms in curriculum setting and text books should be brought in; college English education is also expecting suitable teacher training system. This paper believes all changes can achieve success only when these changes follow guide of theories in language learning.This paper includes three parts. In the first part, several theories and findings of SLA, which give good suggestions to college English education in China, were discussed. The second part discussed the key reasons for the present unsatisfying effects of college English education in China. In the third part, it was discussed that language learning environment, curriculum setting, text books, and the quality of English teachers should be improved by the guide of SLA findings to improve the present effect of college English education in China.