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where to go on the issue of oral English teaching?Should it be ignored continuely? Certainly not. What are the specific factors affecting oralEnglish output? So the factors affecting oral English output was chosen as the main topic.

1.2 Significance of the Research
At present, studies on oral English increase more and more, but most studies focus oncollege students not senior students. However, with the researches of the college oral English,many questions to senior oral English teaching arouse people’s wide concern.In my opinion, it has two sides of significance to study the factors affecting senior oralEnglish output.

1.2.1 Theoretical Significance
Senior English teaching plays a role of connecting link between the junior English andcollege English. It has immeasurable status for senior students’ entrance, employment andlife-long learning. Besides, in this period, it is important to improve verbal ability by acceptingcomprehensible language input and conducting effective language output. While neverthelessmost front-line teachers’ degree of recognition to oral English teaching, related conceptionsexploration and practice is far from the requirement of the new curriculum standards. Actually,the studies on senior oral English are less. Basing on this, exploring the factors affecting oralEnglish output will fill the gap in the study on senior oral English teaching.

2. Literature Review

2.1 Related Conceptions
Spoken language is an important part of everyday interaction. According to Bygate(1978), there are four common features of spoken language:•Using less complex syntax;•Taking short cuts. eg. incomplete sentences;•Using fixed conventional phrase/chunks;•Using devices such as fillers, hesitation device to give time to think before speaking.Besides, D.Brown takes opinions on oral English teaching:1. The purpose of oral English teaching is to develop the students’ communicativecompetence and improve students’ self-consciousness in acquiring grammatical and lexicalknowledge. When necessary, we can use “acquisition plus learning” mode of teaching,acquisition guarantees the fluency of language communication, learning ensures the accuracyof the language use, but fluency should be the primary goal of teaching.2. To train in the compromised language environment as a bridge, and finally let thestudents use the language creatively in or close to the true context which is without rehearsal.3. Oral English teaching organization structure is not the form of the language, but thefunction and the task of the language aims to foster students’ ability to solve practical problemin the course of functional and task-based teaching.

3. Research Design........ 20-24
    3.1 Research Objectives....... 20
    3.2 Subjects....... 20
    3.3 Instruments....... 20-23
    3.4 Data Collection and Analysis....... 23-24
4. Results Analysis and Discussion....... 24-46
    4.1 Results from Classroom Observation....... 24-28
    4.2 Questionnaire....... 28-38
    4.3 Interview .......38-42
    4.4 Discussion .......42-46
5. Some suggestions for oral English Teaching.......46-52
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