提高學(xué)生英語(yǔ)口語(yǔ)能力的策略

1、畢 業(yè) 論 文 中 文 題 目：提高學(xué)生英語(yǔ)口語(yǔ)能力的策略 英 文 題 目：On Strategies of Improving Students' Oral English Ability 學(xué) 院：外國(guó)語(yǔ)學(xué)院 年級(jí)、 專業(yè)：2006級(jí) 英語(yǔ) 學(xué) 生 姓 名：余明輝 學(xué) 號(hào)：0607101099 指 導(dǎo) 教 師：陳俊蓉 完 成 時(shí) 間：2010年5月20日西昌學(xué)院畢業(yè)論文任務(wù)書(shū) 2009 年 11 月 01 日至 2010 年05 月 26 日英文題目：On Strategies of Improving Students' Oral English Ability姓 名： 余

2、明輝 學(xué) 號(hào)： 0607101099 專 業(yè)： 英語(yǔ) 年 級(jí)： 2006級(jí) 指導(dǎo)教師： 陳俊蓉 一、 畢業(yè)論文時(shí)間安排1、起止時(shí)間： 2009年 11月01日2010 年 05月 26日2、開(kāi)題報(bào)告： 11月15日之前3、提交論文提綱：11月20日11 月30日4、初稿： 12月1 日3月 1日5、二稿： 3月5 日4月 1日6、三稿： 4月5 日5月1日7、定稿： 5月5日5月20 日8、答辯： 5月25 日5月26日二、 研究方案和目標(biāo)文獻(xiàn)研究和調(diào)查研究相結(jié)合的方法。目標(biāo)：希望通過(guò)本文能夠給英語(yǔ)學(xué)習(xí)者帶來(lái)一些啟迪收獲，幫助英語(yǔ)學(xué)習(xí)者科學(xué)有效地提高自己的口語(yǔ)能力，避免走過(guò)多的彎路，減少學(xué)習(xí)過(guò)

3、程中產(chǎn)生的迷惑；幫助進(jìn)一步完善英語(yǔ)的學(xué)習(xí)和教學(xué)系統(tǒng)三、 任務(wù)要求和主要內(nèi)容主要內(nèi)容：英語(yǔ)口語(yǔ)在當(dāng)前形式下的重要性，英語(yǔ)口語(yǔ)存在的形式、各種形式的特點(diǎn)，英語(yǔ)口語(yǔ)能力的衡量標(biāo)準(zhǔn)，中國(guó)學(xué)生口語(yǔ)能力現(xiàn)狀，影響中國(guó)大學(xué)生口語(yǔ)能力的因素，提高英語(yǔ)口語(yǔ)能力的方法策略等方面。研究的重點(diǎn)是提高英語(yǔ)口語(yǔ)能力的方法和策略，難點(diǎn)也集中在如何從不同的角度激發(fā)大學(xué)生英語(yǔ)學(xué)習(xí)者的學(xué)習(xí)主動(dòng)性和興趣。四、 指導(dǎo)教師針對(duì)選題提供的參考文獻(xiàn)Newman Alexander,Learning oral English through issues in modern day society.Hangzhou:Zhejiang Uni

4、versity Press,2004.Roach. English phonetics and phonology a practical course. Cambridge :Cambridge University Press, 1983.高毅，說(shuō)英語(yǔ)高手。西安:西安交通大學(xué)出版社,2002。斯科平肆卡加，開(kāi)口說(shuō)英語(yǔ)，蓋兆泉譯。北京:外語(yǔ)教學(xué)與研究出版社,2002。畢業(yè)論文開(kāi)題報(bào)告中 文 題 目：提高學(xué)生英語(yǔ)口語(yǔ)能力的策略英 文 題 目：On Strategies of Improving Students' Oral English Ability 學(xué) 院：外國(guó)語(yǔ)學(xué)院年級(jí)、 專業(yè)

5、：2006級(jí) 英語(yǔ)學(xué) 生 姓 名：余明輝學(xué) 號(hào)：0607101099指 導(dǎo) 教 師：陳俊蓉日 期：2010年11月3日選題依據(jù)、目的意義與準(zhǔn)備解決的問(wèn)題（包括國(guó)內(nèi)外目前對(duì)該論題的研究現(xiàn)狀與發(fā)展趨勢(shì)簡(jiǎn)述；論文選題的依據(jù)及論文的理論意義、現(xiàn)實(shí)意義及應(yīng)用價(jià)值；準(zhǔn)備解決什么樣的問(wèn)題并將在哪些方面有可能突破等）：國(guó)內(nèi)外目前對(duì)該論題的研究現(xiàn)狀與發(fā)展趨勢(shì)：人們使用書(shū)面語(yǔ)言和口頭語(yǔ)言等不同形式的語(yǔ)言相互交流。但是無(wú)論是從語(yǔ)言的發(fā)展、學(xué)習(xí)語(yǔ)言的規(guī)律還是語(yǔ)言存在的意義等方面看，口語(yǔ)都是較書(shū)面語(yǔ)言更重要的一種語(yǔ)言形式。它讓人們能更加快速方便地表達(dá)他們的想法以達(dá)到交流的目的。培養(yǎng)學(xué)生的交流能力才是英語(yǔ)教學(xué)最重要的目標(biāo)

6、。然而在中國(guó)學(xué)生的口語(yǔ)交流能力明顯偏低，很多學(xué)生甚至羞于或者不屑開(kāi)口說(shuō)英語(yǔ)。提高口語(yǔ)能力已然成了中國(guó)英語(yǔ)教學(xué)迫在眉睫的重頭任務(wù)。所以在國(guó)內(nèi)外對(duì)口語(yǔ)的相關(guān)研究也不斷涌現(xiàn)：如國(guó)內(nèi)文秋芳和王立非編著的英語(yǔ)口語(yǔ)研究與測(cè)試、謝娜發(fā)表在教育理論上面的大學(xué)英語(yǔ)口語(yǔ)教學(xué)研究等。這些著作對(duì)口語(yǔ)能力提高策略的探究很多都是從語(yǔ)音語(yǔ)調(diào)、文化差異、場(chǎng)景把握等方面著手，這些方面的確對(duì)英語(yǔ)口語(yǔ)非常重要，所以本文對(duì)英語(yǔ)口語(yǔ)能力策略的研究是在前人的基礎(chǔ)上進(jìn)行的，屬于已開(kāi)拓課題。論文選題的依據(jù):隨著中國(guó)改革開(kāi)放策略的不斷深入，國(guó)民生活水平的日益提高以及中西方經(jīng)濟(jì)政治文化交流的不斷深入，中國(guó)對(duì)具有高水平英語(yǔ)能力的需求量越來(lái)越大，尤

7、其是具有高水平口語(yǔ)能力的人才更是供不應(yīng)求。大學(xué)生作為我國(guó)人才產(chǎn)出的生力軍，提高大學(xué)生英語(yǔ)口語(yǔ)能力，幫助大學(xué)生培養(yǎng)高素質(zhì)的口語(yǔ)能力，把大學(xué)生鍛造成為能夠滿足國(guó)家和社會(huì)需要的人才是當(dāng)前大學(xué)應(yīng)該明確的重要任務(wù)之一。從這個(gè)層面上來(lái)說(shuō)幫助大學(xué)生明晰提高口語(yǔ)能力的重要性、方法具有其重要的實(shí)踐意義。另一方面口語(yǔ)作為英語(yǔ)非常重要的一部分，探索口語(yǔ)能力教學(xué)的方法和意義，不斷創(chuàng)新完善口語(yǔ)能力教學(xué)體系，從而幫助有效地完善英語(yǔ)教學(xué)體系，提高英語(yǔ)教學(xué)質(zhì)量和學(xué)生綜合素質(zhì)，從這方面看對(duì)口語(yǔ)能力提高方法的探索研究具有其不可忽視的理論價(jià)值和研究意義。同時(shí)英語(yǔ)口語(yǔ)作為人類語(yǔ)言的存在的一種原始形式之一，是英語(yǔ)發(fā)展的基礎(chǔ)，提高口語(yǔ)能

8、力能夠幫助英語(yǔ)使用者更高效更準(zhǔn)確地相互理解，對(duì)文化的相互研究、書(shū)面翻譯等方面有著相當(dāng)重要的影響。準(zhǔn)備解決的問(wèn)題:就每個(gè)想把英語(yǔ)學(xué)好的大學(xué)生而言，影響英語(yǔ)口語(yǔ)能力的主要原因如上面所說(shuō)是多方面的，最重要的應(yīng)該歸屬于對(duì)提高口語(yǔ)能力方法策略的認(rèn)識(shí)不夠清晰。從英語(yǔ)傳入中國(guó)開(kāi)始，很多相關(guān)口語(yǔ)能力提升方法的研究也隨即展開(kāi)，也取得了相當(dāng)?shù)男Ч?。本文將從提高口語(yǔ)能力對(duì)大學(xué)生的重要性、口語(yǔ)的類型和各種類型的特點(diǎn)、中國(guó)大學(xué)生口語(yǔ)現(xiàn)狀及形成原因分析、大學(xué)生口語(yǔ)能力提高策略等方面入手進(jìn)行探索研究，希望通過(guò)本文能夠給英語(yǔ)學(xué)習(xí)者帶來(lái)一些啟迪收獲，幫助英語(yǔ)學(xué)習(xí)者科學(xué)有效地提高自己的口語(yǔ)能力，避免走過(guò)多的彎路，減少學(xué)習(xí)過(guò)程中產(chǎn)

9、生迷惑。 在哪些方面可能有突破：本文通過(guò)對(duì)英語(yǔ)口語(yǔ)在當(dāng)前形式下重要性，英語(yǔ)口語(yǔ)存在形式、各種形式的特點(diǎn)，英語(yǔ)口語(yǔ)能力衡量標(biāo)準(zhǔn)，中國(guó)大學(xué)生口語(yǔ)能力現(xiàn)狀，影響中國(guó)大學(xué)生口語(yǔ)能力的因素，提高英語(yǔ)口語(yǔ)能力的方法策略等方面進(jìn)行探索研究，旨在通過(guò)這些研究探索幫助大學(xué)生明確口語(yǔ)能力的重要性，促使其更加有效主動(dòng)地去提升英語(yǔ)口語(yǔ)能力。之前的英語(yǔ)研究者們，對(duì)口語(yǔ)能力提高策略的探究很多都是從語(yǔ)音語(yǔ)調(diào)、文化差異、場(chǎng)景把握等方面著手，這些方面的確對(duì)英語(yǔ)口語(yǔ)非常重要，但是這些方面往往給英語(yǔ)學(xué)習(xí)者帶來(lái)或多或少的枯燥感，即使是意識(shí)到了英語(yǔ)口語(yǔ)能力的提高是一個(gè)長(zhǎng)期艱苦的過(guò)程，枯燥感也不可避免的對(duì)學(xué)習(xí)效率和學(xué)習(xí)興趣產(chǎn)生消極的影響

10、，所以在口語(yǔ)提高策略中不失時(shí)機(jī)的對(duì)學(xué)習(xí)者興趣的激發(fā)和鼓勵(lì)是不可忽視的。比如合理利用口語(yǔ)性質(zhì)中音樂(lè)性，從美學(xué)的角度去錄入輸出口語(yǔ)信息就是個(gè)不錯(cuò)的方法。讓大學(xué)生在學(xué)習(xí)枯燥的時(shí)候從另一個(gè)全新而有趣的角度積極展開(kāi)學(xué)習(xí)。主要研究?jī)?nèi)容、研究方法及預(yù)期目標(biāo)：本文研究的主要內(nèi)容：英語(yǔ)口語(yǔ)在當(dāng)前形式下的重要性，英語(yǔ)口語(yǔ)存在形式、各種形式的特點(diǎn)，英語(yǔ)口語(yǔ)能力衡量標(biāo)準(zhǔn)，中國(guó)學(xué)生口語(yǔ)能力現(xiàn)狀，影響中國(guó)大學(xué)生口語(yǔ)能力的因素，提高英語(yǔ)口語(yǔ)能力的方法策略等方面。研究的重點(diǎn)是提高英語(yǔ)口語(yǔ)能力的方法和策略，難點(diǎn)也集中在如何從不同的角度激發(fā)大學(xué)生英語(yǔ)學(xué)習(xí)者的學(xué)習(xí)主動(dòng)性和興趣。中文提綱：1英語(yǔ)口語(yǔ)概述2英語(yǔ)口語(yǔ)的發(fā)展及提高口語(yǔ)能力

11、的重要性2中學(xué)學(xué)生口語(yǔ)學(xué)習(xí)及口語(yǔ)教育現(xiàn)狀3英語(yǔ)口語(yǔ)的類型及其特點(diǎn)4英語(yǔ)口語(yǔ)能力衡量標(biāo)準(zhǔn)5影響中學(xué)生英語(yǔ)口語(yǔ)能力的因素6提高英語(yǔ)口語(yǔ)能力的方法策略7全文總結(jié)本文的研究方法：文獻(xiàn)研究和調(diào)查研究相結(jié)合的方法。預(yù)期目標(biāo)：希望通過(guò)本文能夠給英語(yǔ)學(xué)習(xí)者帶來(lái)一些啟迪收獲，幫助英語(yǔ)學(xué)習(xí)者科學(xué)有效地提高自己的口語(yǔ)能力，避免走過(guò)多的彎路，減少學(xué)習(xí)過(guò)程中產(chǎn)生迷惑；幫助進(jìn)一步完善英語(yǔ)的學(xué)習(xí)和教學(xué)系統(tǒng)。總體安排及進(jìn)度計(jì)劃：起止時(shí)間： 2009年 11月01日2010 年 05月 26日開(kāi)題報(bào)告： 11月15日之前提交論文提綱：11月20日11 月30日初稿： 12月1 日3月 1日二稿： 3月5 日4月 1日三稿： 4

12、月5 日5月1日定稿： 5月5日5月20 日答辯： 5月25 日5月26日On Strategies of Improving Students Oral English AbilityYu MinghuiSupervisor Chen JunrongA Thesis Submitted in Partial Fulfillment of the Requirements for the Degree ofB. A. in EnglishSCHOOL OF FOREIGN LANGUAGESXICHANG COLLEGEMay, 2010On Strategies of Improving S

13、tudents Oral English AbilityAbstractWith the constant deepening of Chinas reform and open policy, the development of world economy and the exchanges among countries around the world are increasing. English language, as one of the worlds most widely used languages, becomes more and more important. Du

14、e to the acceleration of the pace of life, the demand for the amount of information and the speed of information exchange are significantly increased. Therefore oral English, as a future high-speed transmission of information, is bound to be one of the most important language tools. It is very neces

15、sary for English learners to master the methods and strategies of oral English improvement. It can not only help learners master fast and accurate expression skills of English language, but also help the learners form a highly efficient mode of thinking.This article, based on the awareness of import

16、ance of oral English, will analyze the types of oral English and related features. Then it will talk about a widely-accepted measurement of oral English ability nowadays. At the end of the article it will focus on the impact factors and strategies of oral English improvement for Chinese students.Key

17、 Words: oral English; learners; strategies; improvement提高學(xué)生英語(yǔ)口語(yǔ)能力的策略內(nèi)容摘要隨著中國(guó)改革開(kāi)放的不斷深入以及世界經(jīng)濟(jì)的不斷發(fā)展，世界各國(guó)之間的交流不斷深入，作為世界最廣泛使用的通用語(yǔ)之一的英語(yǔ)就變得越來(lái)越受關(guān)注。由于生活節(jié)奏的加快，人們對(duì)于信息的需求量明顯加大，對(duì)信息的交換速度的要求也日趨提高，所以作為將來(lái)信息高速傳送主流的英語(yǔ)口語(yǔ)必將是重中之重。掌握提高英語(yǔ)口語(yǔ)的方法策略就非常有必要。它不但能夠幫助學(xué)習(xí)者更快掌握英語(yǔ)語(yǔ)言的快速精確表達(dá)技巧，更能幫助學(xué)習(xí)者形成一種高效學(xué)習(xí)的思維模式。本文將在輔助學(xué)生明確英語(yǔ)口語(yǔ)重要性的基礎(chǔ)上，對(duì)

18、英語(yǔ)口語(yǔ)種類及相關(guān)特征進(jìn)行分析；之后說(shuō)明現(xiàn)在大眾接受的英語(yǔ)能力衡量標(biāo)準(zhǔn)；最后重點(diǎn)論述影響中國(guó)學(xué)生口語(yǔ)學(xué)習(xí)的因素及提高英語(yǔ)口語(yǔ)能力的策略。關(guān)鍵詞：英語(yǔ)口語(yǔ)；學(xué)習(xí)者；策略；提高On Strategies of Improving Students Oral English AbilityContents1 Introduction12 Brief Introduction and Significance of Oral English22.1 Brief Introduction of Oral English22.2 Significance of Oral English33 Current

19、 Situation of Oral English Learning and Teaching in China64 Types and Features of Oral English94.1 Diverse Types of Oral English Learning94.2 Features of Oral English105 Measures and Impact Factors of Oral English Ability125.1 Tests and Measures of Oral English Ability125.2 Impact Factors of Oral En

20、glish Ability Improvement126 Strategies of Oral English Learning and Teaching16 6.1 Strategies of Oral English Teaching16 6.2 Skills of Oral English Learning18 6.3 Some Suggestions for Both Oral English Learning and Teaching207 Conclusion22Notes23Works Cited25Acknowledgements26Declaration of Thesis

21、Originality. 27On Strategies of Improving Students Oral English Ability1 Introduction It is acknowledged that one of the most important aims of learning a language is to use it in communication. So is the purpose of learning English language. For most English learners in China, it is inevitable to f

22、ace the fact that the purpose of English study is to use it as a communication tool. Whats more, in the modern world, the step of globalization is speeding up. With the exchange among countries of the world becomes deeper and wider, the need for spoken English , which has been one of the most widely

23、 used common speech, is getting more and more obvious.1 So the study of strategies of improving students oral English ability is necessary. Based on the facts and the authors observation, this paper firstly explains the definition of oral English and the importance of oral English ability, and then

24、it analyzes the present situations of oral English teaching and learning in China. And after all of those, the paper comes to the types and features of oral English, which is indispensable in this paper to the research of strategies of improving students oral English ability. The impact factors and

25、measures of oral English ability, which are the next part of the paper, are necessary to be discussed so that the English learners could avoid lots of unnecessary waste of energy in the process of learning. It lays emphasis on what skills could be used in oral English learning and teaching in the Ch

26、inese currency, which is introduced by the author in the last part, hoping these can do something good for the English learners and teachers.2 Brief Introduction and Significance of Oral English2.1 Brief Introduction about Oral English Learning spoken language is learning to talk. Learning oral Engl

27、ish is to learn how the native English speakers speak.2 Before beginning to learn to speak English, the following questions must be cleared: What is spoken language? What kind of oral English to learn? What to learn about oral English? 2.1.1 What is Oral EnglishFrom the cognitive processes of langua

28、ge, human beings have always been able to speak first and then know how to speak.3 English learners should first learn to speak too, which means to learn spoken English. However, the majority of English learners in China learn English through the written language. We should be clear that spoken lang

29、uage is different from written language. Spoken English is very arbitrary, while the written language is particular about the choice of words and grammar rules. There are two basic forms of written language: one is a direct record of the contents of peoples speech, and another, in accordance with no

30、rms of written language, is creativeness of the writers who spend their brains out to write.4 The spoken language is not the case. The vast majority of people speak in a simple and straightforward way to achieve the purpose of direct communication.2.1.2 What to Learn about Oral English What should b

31、e learnt about oral English to the death? This issue will affect the whole learning process involving the arrangement of the time, the amount of energy and even the money to pay. According to the nature and laws of language learning, the following three areas: word, string of words used and the pron

32、unciation, ought to be included in the content of oral English learning. Word is the vocabulary that may be liked to the stick of the English Language wall. The first question of vocabulary is the amount: How many words should be learnt so that you can speak fluently with the words you learnt? Think

33、 about the number of Chinese words and phrases with which the question can be answered. English is the same. English nation speak with a simpler way than the Chinese nation. Habit is a kind of ability to string words together following the thought mode of native English speakers. We string words tog

34、ether to make sentences which can be divided into three areas: self-describing sentences, sentences to describe others, and social sentences.5 You should learn these sentences or sentence patens. In addition, the frequently used verb tenses should be clarified. Coming to accent, we must first determ

35、ine which countrys English accent to learn. British-style? Australian-style? The American? The answer depends on your purpose of learning. You learn for your settlement in a country or for your work? Or you learn for your work? If theyre not your direct purposes, then it is not so important about wh

36、at kind of accent to follow. But no matter what kind of accent you choose, you should be careful to imitate. The content of Oral English pronunciation includes: sound, accent, tone. First of all monosyllabic essentials must be practiced. A big headache of Chinese English learners is that the accent

37、is not in the right place. Obviously, the importance of pronunciation learning must focus on accent. In addition, you have to learn the way with which native English speakers transmit information and emotional changes in habits. This is a senior studying to English-speaking realm.62.2 Significance o

38、f Oral English Oral English, in the aspects of improving the level of listening, word memory, ability of comprehensive quality, plays a very important role. First, oral English ought to be practiced more, because it is the most portable way to learn. Secondly, you may be wrong in listening for the i

39、ncorrect habit you speak with. Sentence making is always weighing up slowly. After all it is not so easy to cultivate a habit. The essence of learning oral English is to help English learners form an English thought mode unknowingly through the absorption of English syntax in the passage of time. Af

40、ter a period of time it may be natural for learners to speak in fluent English. With this kind of level learners have obtained the English syntax unconsciously, which is better than deliberating the nominative case and the objective case. Thirdly, oral English in conversation is natural with little

41、pile odd words between responses, which may not allowed deliberateness. You can see this difference in the contrast of newspaper editors and famous speech makers in talking. Written English is based on oral English and focus on natural orders and clear thought so that it can be read after being crea

42、ted. Otherwise, a paper full of odd dictionary words is good for nothing. So we can come to a conclusion that English writing must be based on oral English.7 Clear and precise English communication skills, as a reflection of the comprehensive capabilities of a person, playing an important role in th

43、e aspects of increasing ones competitiveness power, can not be underestimated. All along, most of the students receive exam-based English education in order to cope with a variety of exam-based written English. In the course of English learning, the teacher teaches students more of a vocabulary and

44、grammatical knowledge. So the number of the students who are able to use English to communicate fluently is really few. “Mute” English has increasingly become the biggest obstacle in learning English. After all, English as a language should be a communicative tool. Especially in accordance with the

45、current economic trends, the intercommunication between China and the international becomes increasingly close and the study of practical knowledge of spoken language that can cope with work, business, abroad, is really a big problem. As modern citizens of the global cottage, we have no reason to av

46、oid or refuse to learn oral English. On the contrary we should be as soon as possible to learn and master more than one skill that can enhance our competitive edge. With the development of time spoken language should be a learning trend. Excellent oral capabilities can help people who speak English

47、make better communication. Dialogue, as one of the main communication ways of modern human beings, is not only directly related to a persons relationships, but also indirectly affect the individuals attitude to life, as well as the attitude of others.8 This shows that the level of oral language has

48、a great impact on the individual psychological health. To sum up, both in learning the English language itself, increasing ones competitiveness or in the social and personal psychology, the importance of spoken English is self-evident.3 Current Situation of Oral English Learning and Teaching in Chin

49、aAt present, in China, spoken English has become one of the major courses of English language teaching. Verbal ability to express has also become the main training target. But the current status of oral teaching is not optimistic. In the school, for several years learning English, however, many stud

50、ents are only able to test with a deaf ear on listening and a closed mouth to speaking. The development is a serious imbalance. This will inevitably bring us into thought. This phenomenon is caused not only by student learning purposes and the environment, while improper teaching methods can not avo

51、id responsibility. The reasons for the mentioned “dumb” phenomenon are mainly in the following areas: The first reason is the exam-oriented education system. In China, exam-oriented education influences have infiltrated into every stage of English learning. The purpose of English learning, of a larg

52、e part, is to cope with a variety of exams. In English teaching system, assessment focuses on the mastery of language knowledge, especially at the secondary stage of English language learning, as well as the usual variety of entrance examinations. Examinations in English are basically written tests,

53、 often neglects oral expression, not even requiring any verbal expression. Students who cope with all kinds of levels or proficiency of tests will have “hands-on, fixed mouth”, so the students ability to write is such “awesome” as to go through all kinds of examinations, with being overshadowed oral

54、 expression, resulting in a “dumb English “undesirable phenomenon. Once the students get an exposure to the real concrete social context, they often do not know how to use English to express personal views and perspectives. Thus, in the examination-oriented education, the written is “overweight” and

55、 oral is “weightless”. Teachers often overlook secondary oral expression ability and training, which is a phenomenon that in those places economically underdeveloped.The second reason is the lack of challenges to the traditional teaching mode and effective innovation. In the traditional classroom te

56、aching, teachers are the main body of teaching activities who impart knowledge, while students are those who are passive to lectures and note-taking and then making memory of knowledge points. This kind of education enables students to have little opportunity or no opportunity for oral training. Even now the need to strengthen the oral teaching is strongly advocated, in English classrooms, oral practices given are only a large number of mechanical operations. They do not truly improve the think