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guagein China. Therefore, oral English always plays a very important role, especially in high school Englishteaching. But there is a phenomenon that some high school students feel bored in English classes and cannot speak in English when they need to. Though they have learned English for at least three years, theycan not express themselves freely in English or their spoken English can not be understood by Englishnative speakers. Therefore, the author wants to find the present situation of spoken English in senior highschool and the very reasons why some students have little interest to speak English and also tries to getthe right and efficient solutions to how to teach and learn oral English in senior high school. The authorwants to find out the reasons in the process of English learning and teaching.

Chapter 2 Literature Review

For Chinese students, English is a compulsory course for them to master. They begin to learnEnglish from primary school to college, even longer. In effect, it has become a life-long learning. One ofthe important goals is to communicate, especially after China’s entry of the WTO, and becoming the hostof Olympic Games in 2008 and hosting Expo in 2010, so spoken English teaching becomes more andmore important. In this part, the author will first review the features of spoken English and then therelevant research on spoken English teaching at home and abroad.

2.1 The Features of Spoken English
Oral English is not only a simple combination or repetition of monophonic, vocabulary, phrases andsentences, but it is an oral communication from thoughts, information and feelings. It is an integrativecompetence which is gained by learners via mastering and integrating a series of skills. The final goal oforal English training should be the enhancement of communicative competence. In fact, a person'slanguage ability judges from his oral ability. So in the process of oral English language teaching, theclass should be student-centered and oral training-oriented. The language of oral English often consistsof daily speech, simple structure, simple sentence, more repetition, more pauses, more mistakes, moreerror sentences, self-correction and other features about oral language (Xiao Liquan, 2005:146).According to Brown and Yule (1983), the features of oral language are: incomplete sentence, lesssubordinate clause and less passive voice, using ambiguous conjunction and argument structure (E.g.: thesun  oh look it’s going down), more demonstrative pronoun (E.g.: this fellow she was supposed to meet),more anything but theme (E.g.: weather), more repetition, pause, and modal particle and so on.

Chapter 3 Research and Design........... 23-27
    3.1 Research Questions.......... 23
    3.2 Research Participants.......... 23
    3.3 Research Methods and Procedure.......... 23-25
    3.4 Data Collection ..........25-27
Chapter 4 Results and Discussion ..........27-51
    4.1 Results and Discussion of Classroom Observation.......... 27-30
    4.2 Results and Discussion of Questionnaires.......... 30-43
        4.2.1 Results and Discussion of Teachers’ Questionnaires.......... 30-36
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