The Application of Input and Output Theory to Primary English Teaching

Primary school is a critical period for children's language learning, so foreign language teaching in this period is particularly important.Primary school English education is an important part of the nine-year compulsory education in China.It is also very important for junior high school and high school learning.Primary school English education belongs to the research category of second language acquisition, and there have been rich research results on second language acquisition.According to data, from 2000 to 2020 (10 years as a search unit), nearly 20,000 articles were published, of which articles on primary school English education are 7,589 accounted for nearly 35%.These studies mainly focus on English input theory such as Krashen theory or English output theory such as Swain's theory but are rare to import Combined with output theory.China has always attached great importance to primary school English education and has achieved great results.Through searching the domestic ChinaNet, it was found that there are as many as 1,500 literatures related to primary education.In recent years, primary school English teaching has been advancing continuously in reforms, but primary school English teaching methods suitable for Chinese situation have yet to be studied and verified.Language input theory and language output theory are currently influential and profound theories in second language acquisition theories at home and abroad.Their scientific nature and effectiveness have been proven through various practices.Many domestic scholars have also conducted research on how to apply input theory and output theory to foreign language teaching, but their research objects are concentrated in universities and middle schools.Few scholars combine these two theories with elementary school teaching, and few studies have combined input theory and output theory to solve teaching problems.Therefore, this article will be based on two theories of language input and output, combined with Fillmore's theory of children's cognitive development, to improve corresponding language input and output teaching methods for pupils of different ages.