From the perspective of psycholinguistics and philosophy of language teaching, this paper discusses in detail four factors affecting foreign language teaching and gives corresponding countermeasures, and tries to provide a systematic theoretical framework for foreign language teaching. Keywords Psycholinguistics Language Teaching Theory Teaching and Learning Thinking In my daily communication and teaching with foreign language teachers, I often hear some foreign language teachers complain that no matter how they teach, students' grades just can't get up, or they are not ideal. And the feedback from many students is similar: I spend the most time on foreign languages every day, but my final grades are always not up, and I am still "deaf-mute" English. This can't help but make me think about such a question: where is the crux of the problem? In my opinion, as a teacher, we should consider the following four factors: 1 Teaching theory v W+How 1. Who: Who is involved in teaching and learning? Obviously teachers and students, but who are these students? Where are you from? What is their education level? What is their financial situation? Who are their parents? How about their language ability? What kind of personalities do they all have? 2. What: What is the teacher's own teaching experience and training? How much do you know about the target language and its culture? How much do you know about educational theory? What is my personality? What must students learn and what must teachers teach? What is communication? What is the language? What do you mean someone knows how to use a language? What is the difference between the first language and the target language? 3. When: When did the students learn the target language? How much time do you spend on language learning? What is the weekly class time? How much time do you spend every day? 4. Where: Under what circumstances do students learn the target language? Is the target language used in classroom teaching? Is the use of the target language limited to the classroom? 5. Why: Why should students master the target language? What is its purpose? Is the motivation of learning the target language to pass the exam and succeed in the future, or do you want to know the culture of the target language so as to communicate with people who speak the language under this cultural background? In short, is his learning motivation instrumental or comprehensive? 6. How: How to teach? How to learn? How can we succeed in language learning? What cognitive processes are needed for target language learning? What learning methods and skills have students adopted? What is the internal relationship between cognition and emotion in language learning? The problems mentioned above seem simple, but they contain profound language acquisition theories. As a teacher, he doesn't know his students, has no knowledge of sociolinguistics and psycholinguistics, and it is difficult to teach them well and give them any guidance without in-depth study and thinking about these problems. Such teaching is subjective, one-sided and blind to a great extent. As a foreign language teacher, his understanding of the genre and essence of language teaching and his specific application ability will play a great role in the success of foreign language teaching. Unfortunately, in foreign language teaching, many teachers are still influenced by behavioral psychology and structuralist linguistics, and emphasize over-learning, imitation and repetition unilaterally and exaggeratedly. Sentence pattern practice and habit formation, while ignoring the cognitive process and emotional process of language learning and the nature and characteristics of language learning, will inevitably bring the following negative effects to language teaching: 1. 2. Stiffness in teaching. 3. Mechanization of teaching. In a word, this kind of teaching method completely violates the educational idea of the whole person and the humanistic approach. Language teaching is different from natural science teaching. To a great extent, it is an art, which can't be completely like the typical A+B+C formulaic structuralism teaching ... proposed by Professor Nelson Brooks (1964). The ways and methods of foreign language teaching are changing with each passing day, but many of our teachers still use the traditional grammar translation method, which prevailed in the west from the 1940s to the 1940s. Its classroom teaching features are as follows: (1) Teaching in mother tongue, rarely teaching in target language; Teach a large list of unrelated words separately; Tedious and lengthy grammatical explanations; Reading texts that are too difficult for students' cognitive level; Pay little attention to the content of the text, and its language points always appear in the face of grammar; The usual practice is to translate unrelated independent sentences; Pay little or no attention to pronunciation. This teaching process may be called linear superposition process, and language acquisition cannot be just superposition. The teaching of a class cannot be limited to teaching various grammatical structures. In other words, the content of a class or even a book or a set of teaching materials is not equal to the sum of all structures, because mastering the sum of structures does not mean mastering the language itself. As Professor Blair (1982), a famous American linguist, said: "The traditional model violates some learning conditions found in natural language acquisition, which are probably essential for effective language learning: there are sufficient opportunities to use language creatively in real communication; Provide a "language-rich" learning environment for students to find out the meaning of words through contextual clues; Have the opportunity to remain silent and cultivate the ability to receive before speaking ... The method of putting everything taught in the course under close supervision and trying to explain everything does not take into account the limitations of memory, depriving students of the right to use their own natural language acquisition strategies and seriously undermining the richness of the learning environment. " Of course, as a foreign language teacher, it is not enough to know or know the schools where foreign languages are taught. More importantly, to learn to use them flexibly, we must start from the following two aspects: 1. Familiar with the contents of each teaching point: (1) background; (2) Language theory and language learning theory; (3) Design: What is the purpose of a method; How is the language content selected and organized? That is, the type of outline contained in this genre; The types of learning tasks and teaching activities advocated by the school; The role of students; The role of teachers; The role of teaching materials. (4) Teaching procedures (2). Familiar with the advantages and disadvantages and feasibility of each school in specific teaching practice and links. To be familiar with the advantages, disadvantages and feasibility of each school in specific teaching practice and links, we should not only deeply understand the teaching theories, viewpoints and ideas put forward by each school, but more importantly, how to flexibly use the methods of each school according to the teaching practice, the actual situation of students, the characteristics and contents of teaching materials, or focus on using the methods of one school or organically combine the methods of related schools to improve teaching. Third, teaching methods and Chinese syllabus design It is not enough to be really familiar with teaching methods, because the choice of teaching methods is only one aspect of the syllabus activity system. For example, facing a group of students who are just beginning to learn business English or tourism English, the following questions should be considered before teaching: 1. Who are these students? 2. What is their language level? 3. The level of communication they need. 4. Their future use of English and the environment. Only by considering the above factors can we consider the choice of teaching methods or textbooks. The answers or information feedback obtained from the above questions provide a very important basis for the design of language teaching syllabus. The design of the outline includes the following aspects: 1. Demand analysis: what level of teachers students need and what level students will reach in the future. 2. Goal and purpose design: If the goal is not clear, the purpose is not clear, and the purpose is not clear, the following problems cannot be systematically solved: teaching content; Teaching activities and processes; Teaching materials; Evaluation. 3. Choice of teaching activities: This is related to the concrete implementation of teaching theories and ideas. 4. Evaluation: Evaluate the effectiveness, feasibility, acceptability and efficiency of teaching plans and procedures. The relationship between the above aspects is shown in the following table: As can be seen from the above figure, demand analysis based on many factors directly serves the purpose of learning, and the purpose of learning determines the design of teaching plans and programs, and teaching methods are only an indispensable aspect. Fourthly, the relationship between teachers and students is an eternal topic in education. In educational activities, teachers are not only educators, but also often educatees. The so-called "teaching and learning learn from each other" and "disciples don't have to be inferior to teachers, and teachers don't have to be superior to disciples" is the truth. However, in daily teaching, some teachers are not aware of this. They often pretend to be authoritative with a straight face. What they teach is beyond doubt and discussion. They always keep a certain distance from their students. How can there be a natural intimate relationship between the knower and the learner? Without this relationship, learners can't have a sense of security, and S stands for sense of security. From the perspective of psycholinguistics, learners learn best when they feel safe. This requires foreign language teachers to learn techniques that can make learners feel this sense of security. To do this, teachers should do the following two things: (1) Teachers should learn related knowledge of psychology, pedagogy and psycholinguistics, and teachers should not only solve students' learning problems, but also solve their own psychological and emotional problems, so that they can go into battle lightly and devote themselves to language learning. (2) The two attitudes held by teachers are very important. First, the attitude of complete trust in learners; Second, the attitude of not evaluating learners' personality. The letter A stands for attention and aggression respectively. Attention is attention. In language teaching, we usually find that learners are inattentive and absent-minded in class. When this happens, teachers should know more about their own reasons and see if the problem lies in the arrangement of classroom teaching activities on the premise of excluding learners' learning and emotional factors. According to the relevant theories of psycholinguistics, the diversity and interest of teaching activities directly affect learners' attention, because the arrangement of classroom activities is not colorful. Teachers also use the "pot cup method", while learners just sit on the bench and listen, passively absorb, lack active participation, and are easily distracted. Over time, it will lead to a decline in interest in learning, and finally directly affect the teaching effect. Zou Yongyi (1995) pointed out: "Most English textbooks have the same arrangement form for each unit, but it does not mean that the content of each unit should be completed in the same way and in the same order. ...... If an English teacher's lessons are monotonous and lack of change, students will get bored. " The word aggression should be understood as "enterprise" in psycholinguistics, rather than the derogatory color of the word in the popular sense. As far as enterprises are concerned, there are striking similarities between adult language learning and children's mother tongue acquisition. Adults, like children, always look for opportunities to show what they have learned after learning some aspects of a language, and use new knowledge as a tool for self-assertion. As teachers, we should grasp this point, because it is in this sense that attention and enterprise have just been combined. The more active a learner is, the more focused his attention will be. R is reflection, which means reflection. According to Blair, a linguist, reflection can be divided into textual reflection of curriculum content and experiential reflection of experience itself. This is a specific period of silence in the teaching framework of the course, which should generally be arranged a few minutes before the end of classroom teaching activities. First, let learners reflect on what they have learned in the course in order to gain further understanding, so as to consolidate what they have learned and enhance their self-confidence; The second is to let students reflect on the learning experience itself. After a certain period of study, learners often have to reflect on their own contradictions and various negative emotions that affect foreign language learning, such as irritability, anxiety, depression and discouragement under pressure. At this time, teachers are needed to help learners resolve psychological contradictions. If teachers can do this in time, they can resolve and buffer learners' psychological contradictions through students' feedback and investigation, and calm their various bad emotions that interfere with foreign language learning, so that they can correctly evaluate their current learning development and re-evaluate their future goals. At the same time, they can continue to learn the language in a relaxed way without being threatened. D stands for discrimination, which means discrimination. Adults don't feel safe in foreign language acquisition as children do in mother tongue acquisition. Babies listen for a long time after birth, but they don't talk (in fact, they can't talk) and their parents don't force them to talk. Instead, they just unconsciously input their mother tongue repeatedly and tirelessly through games and other entertainment methods. When they can speak, no one makes harsh demands on them, saying that they should say this or that, and always make every little progress for them. Adults are not as lucky as children in language acquisition. When learning a foreign language, the teacher initially asked them to make a language output without too many language inputs, and they demanded high accuracy in listening, speaking, reading and writing. You can imagine how much pressure they have! According to the theory of language acquisition, in the initial stage of language learning, learners must be trained in receptive skills, namely listening and reading, and then in productive skills, namely speaking and writing. As the linguist James Asher( 1977) said, human's right hemisphere provides a guarantee for input skills, and only when the right hemisphere receives a certain amount or degree of input can it stimulate the left hemisphere's language output skills. Just like filling a cup with water (input), the water in the cup will naturally overflow (output) only when the water is filled to a certain extent, which actually contains a simple truth: water comes naturally. Therefore, when inputting a sentence by visual or auditory means, learners can distinguish and identify it in the future output, laying the foundation. As mentioned above, adults are required to distinguish between pronunciation, spelling and grammatical structure at the beginning of language learning, which undoubtedly violates the law of language acquisition. Halliday, a famous British linguist, often said that to learn a language well, one must be "unconscious", that is, one must reach an "unconscious" state, while learning linguistics must be "conscious". Our requirement for students is to let them master foreign languages, so as to achieve the purpose of using foreign languages as a tool for learning professional knowledge or communication, rather than making them linguists. American psycholinguist Krashen believes that only naturally absorbed language can be transformed into oral ability. In other words, rational knowledge gained by grammatical analysis and differential analysis alone cannot make people master a foreign language skillfully. Krashen believes that the two most important links in adult foreign language teaching are: (1) providing learners with understandable, rich and natural language materials; (2) Understand the ideological obstacles, reduce the psychological burden, and make learners naturally absorb. Krashen's second point is also the concrete embodiment of humanistic method. To sum up, we must get the following understanding: 1. Make clear the difference between "learning language" and "understanding language"; 2. Understand the relationship between input and output; 3. The order of listening, speaking, reading and writing should be scientifically arranged into listening, reading, speaking and writing; 4. Learning without a sense of security is not desirable, that is, the problem of cognition and emotion, which is also the embodiment of the concept of "holistic education" in foreign language teaching. It should be emphasized that we are not saying that discrimination is unimportant. On the contrary, learners can't distinguish languages and will make the same mistakes all their lives. However, differential analysis is not in the primary stage, but in the stage when students gain a sense of security and accept a lot of input. At this time, accurate differential analysis in all aspects will appear as a part of creative self-development. In my opinion, the core point of SARD theory of psychologist Charles Curran (1972) discussed above is S (sense of security). Only by writing S well can the ARD problem be truly solved. Of course, there are still many factors that affect foreign language teaching and learning, but the four considerations involved in this paper will help foreign language teachers correct their teaching ideas and practices in theory and practice in time to avoid unexpected problems in language teaching. We often say that the teaching effect of a course should not be unilaterally understood as the teacher's teaching effect, but as the teacher's teaching effect and the student's learning effect. The crux of the problem is that the teaching effect directly affects the learning effect, which requires our foreign language teachers to make more efforts on how to "teach" and conduct more reflective teaching. The four considerations mentioned in this paper are precisely around the word "teaching". References 1.H Douglas Brown. Principles of Language Learning and Teaching, Regent prentiss Hall, 1994.2. Jack C, Richards &; Theodore Rogers, Approaches and Methods of Language Teaching, Cambridge University Press, 1992.3. Hu Wenzhong: English Teaching and Learning, Foreign Language Teaching and Research Press, 1989. 4. Robert W Blair, translated by Xu Yi: New Methods of Foreign Language Teaching, Beijing Language Institute Press, 1987. 5. Xu Liejiong: An Outline of Contemporary Foreign Linguistics, Henan People's Publishing House, 1993. 6. Zou Yongyi, Lai: New Concept of English Teaching, Chongqing Publishing House, 1995.