【Abstract】This paper studies the effect of the Second Language Acquisition research on Chinese foreign language teaching. This study will strive to present the current status of Second Language Acquisition research and Chinese foreign language teaching under its influence. Thus， to some extent， it will inspire some people how to reasonably make use of the Second Language Acquisition research to improve the foreign language teaching.
　　【Key words】SLA； foreign language teaching； effect
　　1. Introduction
　　From the 1940s onwards， scholars began to propose a number of different theories to explain how people learn non-native languages， people gradually discover that Second Language Acquisition research can bring into language teaching many new concepts and different methodologies. These researches show that Second Language Acquisition has its own principles so that foreign language teaching should appropriately accord with. Hence， many schools began to change teaching programs， text books， methodologies according to the SLA research. Based on this situation， this paper studies the whole effect of the Second Language Acquisition research on Chinese foreign language teaching.
　　2. Research Results
　　2.1 The Positive Effects on the Foreign Language Teaching
　　First， under the influence of the interlanguage research， the teachers have suitably leaded the students to correctly treat the learning mistakes， the ossified phenomenon and the language transfer phenomenon. The teachers also have made students realize the interlanguage is a dynamic language system， the mistakes and errors can be avoided and weakened through the revision and consummation.
　　Second， the Kreshen’s theories also contribute to the development of foreignlanguage teaching. Nowadays， Based on Kreshen’s Input and Natural Order Hypotheses， the Natural Approach has been popular. It was believed that if learners had a low enough affective filter， they would automatically acquire the target language when exposed to comprehensible input slightly above their current proficiency level. The teachers have learned how to prepare the suitable text andthe syllabus according to the students’ current knowledge.
　　Last but not least， the teachers have exposed a large quantity of corpus to the students because of the Acquisition-Learning hypothesis. For instance， most teachers applied foreign film material into English teaching and it turns out to be an effective way to improve students’ English abilities. 　　2.2 The NegativeEffect on the Foreign Language Teaching
　　First， some teachers overemphasized the natural acquisition. In some schools， teacher only provide some material for students. They do not instruct the grammar， the phonetic and the morpheme. Although this situation is not widespread， with the Second Language Acquisition research being developing， some teachers has used this method.
　　Second， some people excessively pay attention to the communicative competence. Many teachers design various activities to make students communicate with others in foreign language. For avoiding interrupting the communication and eliminating the learner’s enthusiasm， teachers do not indicate the errors to students， and even arrange too much time in communication so that systematic instruction is neglected. Gradually， the problems in the students’ expression are more and more severe.
　　3. Conclusion
　　The Second Language Acquisition theories can bring both positive andnegative effects on foreign language teaching. The foreign language teachers should reasonably make use of these research outcomes so that the Second Language Research can improve the quality of foreign language teaching.
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