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Chapter One Introduction

1.1 Research Background
Nowadays, oral English communication is playing an increasingly important roleas the world develops rapidly. For students who are going to graduate from vocationalcolleges, English oral competence is very important for their future careers. There isno denying that corporations need talent and those who can communicate with othersfluently in oral English are considered as valuable talents.However, although the majority of students who are going to graduate fromvocational colleges do know the importance of English communicative competencefor their future career development, many of them do not know how to develop theirEnglish communicative competence in an effective and efficient way.Many students in vocational colleges have lost interest in studying oral English.What’s more, many English teachers in vocational college still use some traditionalteaching concepts, such as the spoon-feeding teaching method. In terms of oralEnglish teaching in vocational college, definitely, there are a lot of drawbacks intraditional teaching methods. On the one hand, students feel bored with the passivelearning used in traditional methods. On the other hand, the traditional teachingmethods are not likely to inspire students’ interest in English study and can hardlyimprove students’ oral English ability. Students would not be able to use Englishspeaking skills to solve practical problems after their graduation. As we all know, thebasic aim of Education is to teach students how to solve problems using theknowledge they have learnt from school and apply the knowledge in their work anddaily life. English teachers in vocational college are responsible for teachingstudents oral English in an effective way, in order to make students capable ofspeaking English fluently and be competitive in the jobmarket after their graduation.In modern society, China has a large number of English students because of theeconomic and political needs while the levels of Chinese learners are unsatisfactory.Chinese students are regarded as “silent students”(Lee,1997). So many collegestudents begin to learn English in vocational college, and when they graduate fromcollege, they still have to spend a long time grasping speaking skills.In China, students develop and try out the language knowledge and capacities.What’s more teachers dominate the class while students passively learn what theteachers tell. Quite a large number of students in vocational college can only speakbroken English and others can’t get themselves across when speaking with foreigners.They have difficulties in communication. Therefore , more and more college studentshave come to realize that learning a language is not simply to master it academicallybut functionally, that is, “learn a means of communication” (Hinkle , 2001). As aresult, there is an urgent need to advocate metacognition in vocational college thataims at cultivating ideal personality including openness, confidence and criticalthinking. Generally speaking, students in Chinese college have such problems inspeaking English.Metacognition, as a modern educational concept, has emerged in English oraleducation in vocational college, and an increasing number of teachers theoreticallyregard metacognition as an effective teaching method in improving students’ oralEnglish ability. That is, the use of metacognition is expected to enhance students’ability of learning oral Engli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。