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ianlin, 2000). “The Audio-lingual teaching method is a training method of speaking competence, and contributes to strengthen the training and the mastering on studying abilities. But it is easy to cause students’ feel dull for the mechanization and repetition of sentence structures. Thus it causes non-brisk atmosphere of English classroom. At the same time, it neglects the creativity of language training and language using.” (Mei Deming, Zhang Dingquan, Hu Jinju, 2004). In 1964, professor Nelson Brooks originates the Audio-Visual Approach for the teaching of listening and speaking, which is a training method of oral English and English listening, English linguist D.A.Wilkings also raises the Communicative Approach. In China, the time to popularize English is too short. Therefore, the level of English teaching is low, especially on the English teaching of listening and speaking. And English teaching is influenced by the traditional education approaches and examination education system. From these, the training of listening and speaking is important and must be proceed in a situation which is comfortable and harmonious, and the purpose of English teaching is to use language freely. For this reason, it is necessary to research more effective teaching approaches.
II. The Teaching Condition in China
At present, National Education Department regards the English study as an important measure for education reform. But compared with foreign education, it is not enough. In abroad, students’ study become more and more liberal, and students don’t worry about the results of examination, so they pay more attention to the usage of knowledge. But in China, it is different, particularly in high schools. Teachers and parents force the students to do much exercise in order to pass all kinds of examinations. So there is no time and energy to develop students’ competences of English listening and speaking. In Chinese traditional education concepts, headmasters and teachers believe that good students are quiet ones. In the classroom, teachers always require students to keep silent, in class, students only use their eyes and ears to see and to hear, and seldom use their mouths to communicate with teachers and classmates. During class time, teacher speaks more to teach while students just are permitted to answer question when are asked. In fact, the effective study needs the whole coordination, including using eyes and ears, mouth and body languages at the same time. For example: When the students are thinking of how to answer questions, some bow their heads, some hold their heads high, some talk to themselves and some want to get help from their classmates. When the students get answers, some speak loudly and some still keep silent. When the students can’t find the answer, some keep silent, and some bow their heads and some complain themselves have no abilities. In consequence, keep silent may be helpful for individual study, but it is really not good to train students’ communicative competence. In addition to, the traditional teaching approach deeply affects the present English teaching. During class time, teachers only emphasis on words, grammars, sentence structures and text, and they forget the objective of present English teaching. The objectives put forward by National Education Department “Emphasis communication, basis of task, study in the activities, and get knowledge in the process of using language.” They forget that their students need mor