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; experience  from  reading  virtual  dialogues  in textbooks. In such a way, students can gradually build their confidence in learning. After that it will be possible for them to open their mouth and speak.
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Chapter Two Literature Review

2.1 Theoretical basis of the study
This  thesis  involves  four  theories,  constructivism  theory,  input  theory,  output theory  and  motivation  theory. All  of  them  provide  abundant theoretical  proof  and support for teaching NOE aided by medical dramas. Constructivism theory advocates that teaching should be learner-centered instead of teacher-centered. The task of the teacher is to guide and activate the learner to a large extent in class with the help of the advanced multi-media teaching technology so that the learner’s self-study ability can be well developed. In line with Krashen’s input hypothesis, language is picked up, or acquired when the learner receives input messages which contain language a little beyond their existing understandings and from which they can infer meanings. The learner can absorb lots of language materials through medical dramas which make a creative constructive process. As to Swain’s output theory, the learner can’t acquire a second language without expressing in that language effectively after intake of large amounts of that language. Motivation theory explains why medical dramas can be used in teaching to well activate students’interest in learning
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2.2 Current situations of NOE teaching in China
The application of Medical dramas in NOE teaching has been widely recognized and tried by Nursing English educators and teachers. As a matter of fact, it is a quite common  phenomenon  that  most  English  learners  learn  English  through  watching large numbers of English videos, sit-coms, TV series and films, etc. Many educators and  scholars  have  testified  the  corresponding  feasible  effect  on  English  learning, especially Oral English learning. Likewise, many educators and teachers who take up teaching Nursing English suggest that videos and TV series based on medical scenes should  be  applied  in  teaching.  They  also  did  lots  of  experiments  to  prove  their assumptions which fully accord with the results. Zhao Qinghong (2005) puts forward that medical videos can present real life scenes, especially some relatively strange things to the students. Thus it is superior to use videos which  match the teaching contents in class to create an almost authentic situation for students. Teachers also need to search some related videos and use them properly in class, which can have positive effect on teaching. Indeed, medical dramas enable students to have almost real clinical experience.
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Chapter Three Research Design....... 18
3.1 Research Questions....... 18
3.2 Participants....... 19
3.2.1 Student participants......... 19
3.2.2 Teacher participants......... 19
3.3 Instruments....... 20
3.3.1 Teaching materials..... 20
3.3.2 Instructional activities ..... 22
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