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ation spirit, representing individuality and ego-centered of post-90s.The existing problems they are facing are the following:1) English is taught as a subject for knowledge rather than a tool forcommunication. There is less communicative atmosphere in English class.Communicative and application ability are not cared about. Students have difficulty inunderstanding daily dialogues and expressing themselves in English. These are farfrom the demands of future career.2) Because of examination-oriented education system, many teaching methodssuch as reading text, analyzing grammar, taking notes and reciting are very popularand have become common phenomena in English class. When students answerquestions, teachers pay more attention to their grammatical correctness and fluencyrather than their ideas and novelty to questions.3) Vocational students come from different districts with various knowledgelevels, some of whom even don't learn English until they enter the junior high school.Many students' English foundation is below the level of the Eighth Grade. When theyenter the vocational school, they are tired of going on learning culture courses whichthey regard as immature subjects and make them feel anxious. They cannot see theimportance of English. They have trouble in sitting still and listening to the teacher inan English class of forty-five minutes. Their attention lasts less than 20 minutes fromthe psychological points of view. Students only get interested in some sorts of thesubjects related to their future profession and career because they are curious aboutthese professional skill courses and look on them as useful.Seen in this light, vocational students are still longing for knowledge. They needto be fostered to build right value concept that culture courses are as important asprofessional skill courses. In fact English as a communicative tool is directlyassociated with their future career. They need new teaching methods and newmaterials different from their junior high school to arouse their motivation and interestin English learning. They desire more meaningful learning which generates an activelearning effect favorable to enhance students' drive and interest. However, themeaningful learning is not from passing on, but from participating in and experiencingin an authentic context. Teachers should try every means to create an authenticlearning environment to make students acquire language knowledge in the interactiveactivities and learn how to learn in the process of learning. Therefore, an importantembody of student-centered principle is how much students engage in the class. In aclass of forty-five minutes, the more time students participate in the class activities,the less time students waste their energy. Drawing students' attention and developingtheir intrinsic motivation are of great importance.So arousing the learners' intrinsic motivation to language learning and helpingthem gain communicative ability so as to meet the needs of future career have becomea challenge to the vocational English teachers. Role-play as a kind of communicativeteaching method becomes an important classroom activity which can enhance thelearners' interest and motivation, aiming at answering the vocational English goals.

3 Research Design............................................ 42-62
    3.1 Questions............................................ 42
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