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o anther one, namely, positive evasive tactic. When the speaker worries that the other party is unable to understand what he has said, he will use some simple word or expressions to make himself understood. For passive evasive tactic, oral English learners should have a correct understanding. They not only realize it helps communication go on smoothly but also realize it is a display of their deficiency in language proficiency. Therefore, teachers don’t encourage students to use it frequently to hide his shortcomings of language but advise to use some positive means. In order to make himself understood, a teacher will use positive evasive tactic sometimes, but too often use will do harm to students’ improvement. As the saying goes, more is less. Fifthly, seek help. Faced with communicative barrier, participants either use roundabout strategy or use evasive tactic. Besides, when the speaker doesn’t know how to express his idea but he is eager to say, he also can turn to others for help but it is based on the premise that the other party is a native speaker or his oral English is better than him. Sixthly, with the help of body language like “smile, open posture, forward lean, touch, eye contact, and nod.”[25] Skillful application will spice up the whole conversation. Seventhly, learn some polite formulas. Because most of the foreigner will comply with similar speaking patterns at the beginning of discussion and at the end of discussion, mastering some of them will help to introduce a topic or put an end to talking. When a college student comes across friends, he may use the following sentences to arouse others’ attention. (25) “Hello/Hi/Hey (26) How are you? (27) How are you doing? (28) How is everything with you? If he talks to a strange, he may use: (29) Excuse me. (30) Haven’t we met somewhere before? (31) A very nice day, isn’t it? (32) How do you do? If he wants to break in, the following sentences are often used. (33) Excuse me (34)Sorry to interrupt you, but … There also exist many fixed expressions to end up talking. For example, the words like “well”, “Ok”, “so” can imply this meaning. Others are as follow: (35) It’s been nice talking to you. Bye-bye! (36) Hope so. See you later. (37) Take care of yourself. Good-bye. (38) Bye, see you on Sunday night.”[26] In conclusion, developing English-speaking skills needs persistent and ambitious practice. Of course, no matter what kind of strategies or skills, it is not of value without putting into practice. 7. Conclusion Finally, this paper appeals to all English learners to fully realize the function of English corner on oral English. On one hand, the learners should participate with eagerness and enthusiasm and keep persistently; on the other hand, the learners learn to apply various tactics and skills consciously, thus it is highly likely to make learners’ oral English better and better. In view of its defect, this paper sincerely hopes everyone can work together to make best use of the advantages, meanwhile, bypass the disadvantages, therefore, English corner will further stimulate students’ oral English improvement. References [1] 姜君丽. 中国外语教学方式探讨[D]. 上海外国语大学, 2004, 6. P6 [2] Robert L. Solso etc. Cognitive Psychology[M]. 第七版. 北京：北京大学出版社, 2005, 3. P4-5 [3] 马书红. 输出在外语学习中的作用[D]. 广西师范大学, 2001, 4. PⅠ [4] 同[3] P9 [5] 同[3] P10 [6] 同[3] P10 [7] 同[3] P4 [8] 戴纬栋, 何兆雄. 新编简明英语语言学教程[M]. 上海：上海外语教育出版社, 2002, 7. P150 [9] 盛德仁. 优化习得, 强化学习[A]. 双语教学模式探究[C]. 北京：外语