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nd expressing competence training. The knowledge of English language istransmitted passively from the teacher to students who listen to the teacher quietly andwrite down notes. Students also tend to be silent because they are not self-confidentwith their speaking or afraid of making mistakes and losing faces, which aredisadvantages to motivate their learning appetite in such a context.
Secondly, the English learning environment is not as real-life as possible and theLearning sources and materials are still inadequate. As mentioned above, thetraditional teacher-centered language teaching method can not offer students an ideallearning environment to practice their English expressing competence. In addition,textbooks have almost been the only resources for both teachers and students for quitea long time which cannot satisfy learners’ need because they can not find the usefullearning resources freely even though they are the main part of learning activities.
The third problem is due the lack of effective learning strategies for developingstudent’s speaking skills. In fact, the majority of the less successful students, who are poorer in English, are lack of the strategies for English learning. Therefore they seemto have a comparatively low self-efficacy and have no intrinsic motivation in theirstudy. But fortunately, these problems have gained the increasing attention fromvarious circles. Nowadays, education departments have also realized as well asteachers in class teaching that the final goal of language teaching is the acquisition oforal competence, is to be understood. Recently, the substantial reform and changes inlanguage teaching have been required urgently in China. People find that oral Englishis the core of language. The English teaching focuses no longer on the vocabulary andthe mastery of grammatical structures, but also on a more comprehensive training ofexpressing and communicating competence. “Of all the concepts in language teachingwhich have been widely used in recent years, the terms ‘communication’ or‘communicative’ no doubt top the list.”(Stern 1992:11)

Chapter Two literature review

Since in last chapter state the background, the objective and significance of thestudy, in this chapter the author mainly wants to make a literature review on oralEnglish studies at home and abroad. It includes the development of spoken Englishteaching methods or theories, and the studies on oral English at home and abroad.

2.1 Studies on oral English teaching abroad
Language teaching abroad starts much earlier than that at home, according to thehistory of English language teaching, modern language teaching begins at the end ofMiddle Ages (A.P.R. Howatt, 1984:1). At the end of the18th century and thebeginning of the 19th century, Grammar-Translation Method were very popular,which is using native language to teach foreign language, and focus on the accuracyof using language according to the standard language grammar, lays emphasis onliterary excellence and the priority of the written language. It has great forces and hasbeen at the dominant position for a long time in language teaching history. But itoverstresses on grammar rules and teacher-centered, and ignores the spoken languageteaching.

Chapter 3 Research Methodology........... 24-28
    3.1 Participants.......... 24-25
    3.2 Instruments.......... 25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。