The chapter of literature review is divided into three parts: theoreticalframework, background study, and related theories. The first part consists of thedefinition, theoretical basis, and teaching principles; while background studyincludes the situation and the significance; the related study is composed ofsome SLA theories and six perspective theories concerning psychological,physical, rhyme, integrity of language system, as well ascomprehension. It presents a macroscopic view to knowprogram.memory andabout classics-reciting 1.1 Theoretical Framework of Classics-reciting Program This part gives a theoretical framework of classics-reciting programincluding the definition of classics; theoretical basis with regard to moderndialogue theory, Piaget\'s genetic epistemology, and cybernetics; and teachingprinciples covering education concept, content, and method. 1.1.1 Definition of Classics The word \"classics\" is derived from the Latin adjective classicus:\"belonging to the highest class of citizens\", connoting superiority, authority,and perfection. The Chinese character‘万ing\"(经)originally denotes \"thestraight warp in woven fabric\" (Chinese Dictionary,l992: 467), it is the pilotingthread in weaving cloth. The connotation of classics is the unalterable order ofheaven and earth as well as that of humanity and of life and ethics. The classicbooks inherited from ancestors in every nation are recognized by intellectuals.In China, there are Four Books and Five Classics; in India, Veda and BuddhistScriptures; in Europe, the Bible etc. (China Encyclopedia, 1991:631) In general,all these classics are in nature being the doctrines for the people and the societyto abide to. They derived directly from the original wisdom of human life, andhave been the core power to motivate the culture and the history to evolve onand forth. In a broad sense, classics is the branch of the humanities comprisingthe language, literature, philosophy, history, art, archaeology and other culturesof ancient world. (Wang, 1994: 31)In a narrow sense, it refers to the mostvaluable books handed down by ancestors. People often regard the valuable parts which are not changed with time andnever lose their influence as classics. Generally speaking, the classic workcould be called a classic if it has internal transcendence. In other words, nomatter in the content and in the language, classic itself is different from generalbooks, especially its width and depth. And it is the depth and breadth of classicthat forms the unique moving intrinsic charm, and makes it get the position ofthe classic.(Zhu,1980: 207) The educational contents of the eternal value which is taught as thelearning focus are classical education, which is the very important supplementto the current school education, and also a significant part of comprehensiveimplementation of quality education. Of course, the most valuable books are notnecessarily confined to the few conventional classics. Mr. Nan Huaijin, afamous Chinese sinology master once put it like this: \"Classic is the knowledgecrystallization concentrated the humanities and science and other aspects.”Theinternational classical education expert, Professor Wang Caigui says, \"Classicis the most valuable and most useful knowledge in human society.”ProfessorWang Bingzhao from Beijing University maintains, \"Classic is the essence ofhuman civilization as well as the wealth of mankind\". An article from People\'sDaily expresses its idea by announcing \"Classic is the precious works after timeis abstracted and history precipitated.”(Lu, 2005)To sum up, classic ispervasive and far-reaching, never depreciated, as the national culture essencehanded down from generation to generation. 1.1.2 Theoretical Basis of the Classics-reciting Program Classics-reciting teaching is implemented after deep investigation,thorough and repeated experiments, as well as the theoretical basis to direct theactivity to be carried on successfully. References1、Brown H.D. Principles of Language Learning and Teaching Beijing: Foreign Language Teaching and Research Press 2002. 2Gumming, A. Alternatives in TESOL research: Descriptive, interpretive, and ideological orientations, TESOL Quarterly, 2008. 28.2、Donald W Oliver&Kathleen Walderon Cershman: Education, Mondernity, and Fractured Meaning. http://sblunwen.com/xxyyjxf/ State University of New York Press, 1989.3、Dornyei, Z. Attitudes, orientations, and motivations in language learning: Advance in theory, research, and applications, Language Learning, 2003. 15.4、Dulay,H.&Burt, M. Natural sequences in child second language acquisition, Language Learning, 1974. 24.5、Ellis R. Task-based Research and Language Pedagogy. Language teaching research. 2000. (4).6、李观仪.具有中国特色的英语教学法〔M].上海:上海外语教育出版社，1994.7、刘春晓.新课程下课堂教学的关注点[[J].教学案例.2007, (3).8、刘金花.儿童发展心理学:修订版[M].上海:华东师范大学出版社，1997.9、刘晓东.儿童读经运动质疑—与南怀瑾先生商榷[[J].南京师范师范大学学报，2004, 3.10、吕尚古主编.经典文化教育[[J].南京:尚古文化，2005. vol. 1.11、孟兆彬.小学教师教学法[M].杭州:浙江大学出版社，2001.12、牟钟鉴.文化典籍的教育要从少年儿童抓起[[J].北京教育1998. (4).13、沈银珍.多元文化与当代英语教学「M].杭州:浙江大学出版社，2006.14、唐作藩.音韵学教程〔M].北京:北京大学出版社，2002.15、田文.现代私塾与传统教育体制[[J].中国教育报，2009.10.1916、王炳照.简明中国教育史[M」北京:北京师范大学出版社，1994.17、王财贵.简易三百读经法[[J].人文启蒙网18、王财贵.读经教育手册[M]。厦门:老古出版社，1997. 经典诵读对儿童英语学习的影响摘要 3-4Abstract 4Contents 5-7Introduction 7-9Chapter One Literature Review 9-25 1.1 Theoretical Framework of Classics-reciting Program 9-13 1.1.1 Definition of Classics 9-10 1.1.2 Theoretical Basis of the Classics-reciting Program 10-12 1.1.3 Teaching Principles of the Classics-reciting Program 12-13 1.2 Background Study of Classics-reciting Program in China 13-19 1.2.1 The Situation of the Classics-reciting Teaching for Children 14-16 1.2.2 The Significance of Classics-reciting Program 16-19 1.3 Related Theories 19-25 1.3.1 Psychological Perspective 19 1.3.2 Physical Perspective 19-20 1.3.3 Rhyme Pespective 20 1.3.4 Perspective of Integrity of Language System 20-21 1.3.5 Perspective of the Memory and the Comprehension 21-22 1.3.6 Second Language Acquisition 22-25 126.96.36.199 Comprehensible Input 22-23 188.8.131.52 Natural Order of Acquisition 23 184.108.40.206 Language Monitoring 23-25Chapter Two Research Design 25-32 2.1 Research Questions 25-26 2.2 Subjects 26 2.3 Research Methods 26-32 2.3.1 Comparison Study 27-29 2.3.2 Interview 29-30 2.3.3 Classroom Observation 30 2.3.4 Questionnaire 30-32Chapter Three Data analyses and Findings 32-43 3.1 Improvement of English Learning Ability 32-33 3.2 Enhancement of English Language Awareness 33-37 3.2.1 Better Learning Result of Examination 33-35 3.2.2 Thoughts and Experiences of Yama 35-37 3.3 Questionnaire 37-40 3.3.1 Children\' Interest to Classics-reciting 37-39 3.3.2 Children\' Feelings of Classics-reciting 39-40 3.4 Findings 40-43Chapter Four Discussion 43-47..............................................................