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od, from 6-12, is an important time for students to learn English. Many scholars like Long is proposing children having the advantages like low anxiety, good language acquisition conditions  and  wholly  understanding  of  language  (Long,  M.H.  200).  Young  learners have  the  advantage  of  being  great  mimics,  are  often  unselfconscious,  and  are  usually prepared to enjoy the activities the teacher has prepared for them (Phillips 7). Children learn  language  from  the  daily  communication  environment  and  follow  some  rules: mimic  speaking  from  other  people’s  conversations,  master  and  use  various  kinds  of vocabularies  step  by  step,  express  their  own  meanings  and  communicate  with  others based on the language expressing rule (Chen Lin, Wang Qiang, and Cheng Xiaotang 55). Young learners are learning literacy skills and understanding at the  same  time  as  they are  learning  their  target  language.  They  may  be  doing  this  in  their  first  language  and continue  to  develop  literacy,  in  parallel,  in  their  foreign  language  or  they  may  be learning  the  bulk  of  their  literacy  in  their  second  language.  Young  learners  have  a particular vulnerability that requires careful attention (McKay 14). It is believed that the affective  filter  (e.g.,  fear  or  embarrassment)  rises  in  early  adolescence,  and  this  may account for children’s apparent superiority to older acquirers of a second language (Jack C.Richards,  Theodore  S.  Rodgers  133).  These  are  the  features  of  children’s  learning concluded by many scholars and recognized by the world. And the English teachers in primary schools should give more care, love and wisdom to children.  
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Chapter Three   Methodology .... 14 
3.1 Research questions ..... 14 
3.2 Participants .......... 14 
3.3 Research methods ....... 15 
3.4 Data analysis ....... 16 
Chapter Four   Findings and discussion .......... 20 
4.1 Characteristics of foreign teachers on teaching profession ....... 20 
4.2  Functions of foreign teachers on cultivating students’ listening ability ......... 23
4.3  Functions of foreign teachers on cultivating students’ speaking ability ........ 29
4.4 Underachieving positive functions ......... 34
4.5 Causes generating the inefficient use of foreign teachers .......... 38 
4.6 Discussion ..... 40 
Chapter Five   Conclusion .......... 42 
5.1 Major findings ..... 42 
5.2 Implications ......... 43 
5.3 Limitations .... 45 

Chapter Four Findings and discussion  

In  this  chapter,  the  findings  from  the  standard  tests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。