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e beginning of the course, it is urgent to activate students to speak English, so it is improper to correct every mistake they make as SLT required, but when they have overcome the difficult stage of getting to talk in English, errors shall be corrected so as to help them form the habit of speaking correct English. V. Conclusion By creatively adopting CLT and SLT principles and activities, an oral English teacher may be able to solve problems in various teaching situations, such as students’ reluctance to talk in English. However, no one teaching approach is a cure-all that is sufficient enough to be used as the sole basis of teaching, and we must subtract the essence out of each teaching approach and apply it creatively to our own teaching situation. Both SLT and CLT can be used to teach oral English, but we need to compare them, evaluate them and adapt principles that suit to our own teaching situation best. Similar to learning a language, we can find the best teaching method for ourselves only through trial and error. Constantly checking students’ progress and adjusting teaching strategies are necessary when we are applying teaching approaches. Every teacher shall find a best teaching method for himself that will give students most benefits. References Hymes, D. 1972. On Communicative Competence. In Pride, I. B. and Holmes, J. (eds), Sociolinguistics pp. 269-93. Harmondsworth: Penguin. Johnson, K., and Morrow, K. (eds.) (1981) Communication in the Classroom London: Longman. M.A.K. Halliday et al. (1964), The Linguistic Sciences and Language Teaching London: Longman Richards, J.C., and Theodore, S. R. (1988). Approaches and Methods in Language Teaching New York: Cambridge University Press. Savignon, S.J. and Berns M. S., (Eds). (1984). Initiatives in Communicative Language Teaching: A Book of Readings M.A.: Addison-Wesley Publishing Co. Van EK, J. A. and Alexander, L. G. (1980). Threshold Level English New York: Oxford University Press. 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。