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of Students’ Questionnaires.......... 36-43
    4.3 Suggestions for Improving the Current Situation ..........43-51
        4.3.1 Suggestions for Senior High School Students.......... 43-46
        4.3.2 Suggestions for Teachers.......... 46-49
        4.3.3 Suggestions for Policy-makers and School leaders..........49-51
Chapter 5 Concluding Remarks.......... 51-57
    5.1 Major Findings ..........51-52
    5.2 Pedagogical Implications.......... 52-54
5.3 Limitations and Prospects.......... 54-57

Conclusion

According to the above thesis, the major findings are as follows:The students’ current situation of spoken English learning is: most of the students’ motivation oflearning English is to take the college entrance exam, so that they just learn English mechanically anduninterestingly. When communicating, most students can not express their thoughts and feelings inproper words; while during class, some students are negative and passive and are afraid of participatingin oral English activities for fear of being laughed at for the mistakes they made. Some students oftenspeak Chinese even in English class, let alone after class. In addition, their learning methods are singleand inefficient and need improving.The English teachers’ current situation of spoken English teaching is: because of the stress ofentering college, almost all the teachers often pay attention to teaching grammar, reading and writing,which can help students get high marks, while spoken English teaching is almost ignored. They seldomorganize the oral activities and speak more Chinese during class for students to understand difficultpoints easily. There are lacking in the flexible and relaxing atmosphere for students to speak to theirteacher. The teaching methods they adopted are also out of date and single. In addition, the English theyspeak is not very fluent and standard and can not be the example of their students.
About students, they should have a right attitude towards English learning. Learning English is notonly for exam, but for self-development. Teachers can help them realize that learning does not happenduring class, but also after class, even at home. Such as, listening broadcast, seeing English films,singing English songs and reading English books and so on. At the same time, they should notice theimportance of language input; that is: first input, then output. Of course, good listening and reading willbe good for speaking and writing.The school leaders can also contribute to the success of spoken English teaching and learning. Infact, if they value the spoken English course much more than the marks; the results of spoken Englishcourse will be different. They have the right to organize the class small enough and equip the classroommodern enough for language learning; and they have the ability to create an English-only environment,give oral English test system and build a harmonious school and so on.The author believes that this research may help the improvement of senior high school students’spoken English.

Bibliography
1.Joan Rubin, & Thompson, I. (2004). How www.51lunwen.org/gzyylw/ to be a more successful language learner. Peking：ForeignLanguage Teaching and Research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。