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ication of flipped classroom model in China.  
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Chapter Two Literature Review  

The  college  spoken  English  teaching  in  China  has  changed  and  developed through the years, so there are lots of achievements. However, certain problems still exist in spoken English teaching and learning. Therefore, a new teaching method is necessary  to  change  this  current  situation.  Flipped  classroom  model  is  a  fairly  new teaching model in China, while the study of it has gone through more than ten years. There  are  many  theoretical  and  experimental  studies  of  flipped  classroom  model  in different  countries.  In  the  following  parts,  the  current  situation  of  college  spoken English teaching as well as the studies of it are presented. Furthermore, the studies of the  definition,  origin  and  development,  characteristics  of  flipped  classroom  model are focused on.  

2.1 Chinese College Spoken English Teaching 
The  spoken  English  teaching  in  China  has  gone  through  several  years,  so students’ spoken English proficiency has been improved on a large scale. While, the current  situation  of  spoken  English  teaching  is  far  from  satisfactory  and  there  are certain problems to be considered and solved. Firstly,  the  common  phenomenon  existing  in  college  English  teaching  is  that students lack the learning interest of spoken English, so their learning initiative and class  participation  are  deficient.  Learning  interest  plays  an  important  role  in language  learning  and  it  influences  the  learning  effect  directly.  However,  some students are reluctant to open mouth to speak English due to lack of interest. Secondly, the problem exists in classroom is that students lack time and chance to  participate  in  speaking  activities  and  practice.  In  other  words,  the  main environment  for  students  to  learn  Spoken  English  is  classroom,  but  the  time  for practicing  in  class  is  limited.  Therefore,  students  lack  enough  language  output  in classroom. Yue and Li (2012) point out that spoken English teaching lacks language environment and class hours, so students’ communicative ability is weak. Thirdly, the resources for spoken English learning are too limited and simplex. In classes, students always practice spoken English solely by dialogues and imitation of sentence patterns. Without vivid and attractive learning resources, students cannot acquire  and  accumulate  enough  knowledge  to  make  oral  production.  Shu  (2014) points  out  that  there  are  certain  problems  in  the  actual  classroo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。