【正文】 everal groups to act their dialogues in fount of our class ， they could not do that but handed their writing to me .That was not my hope .1 made another introduction about this task .As a result ， there were not any big changes. Why? Why my students did not make an oral dialogue? In this situation ， I really began to think about serious problem. First of all， I asked myself a serious of questions and tried to provide some answers to them: Questions Answers Is the introduction clear to my students? Maybe Do they like this kind of practice? Maybe Can they finish this task done? Perhaps yet Do they feel the task interesting? Maybe Do they think the task important? Perhaps not Do they think the task necessary? Maybe Do they like this topic? Maybe Do they have difficulties in doing the task? Maybe Questionnaire survey Since most of my students did not do the oral practice 1 asked them to do in the designed a questionnaire(See Appendix A) to find out why it should be so l intended to get more detailed more exact opinions through the questionnaire .And [ intended to make it as scientific as possible .At first [ asked five students who were of different English levels to tryout the questionnaire. Then 1 modified some of my items .After that 1 handed out the questionnaire to my students and gave them fifteen minutes to finish it .AII of them ， fortyeight students ， handed in their questionnaire which were left anonymous. I also made an investigation in this respect to know more about the real situation. For this purpose，designed another research procedure like the follows :I asked my students to retell the procedure of making newspaper after learning lesson J 4(Go For It 3A).And they were required to write a draft. I emphasized retell and told them how to do the task in oral .But 1 got the following feedbac k: Only six students could write a short passage to describe the procedure of making newspapers， but they could not read out aloud before their classmates .And the other rest of the students did nothing about my task. Seeing this ， 1 asked the students two questions. One was why some had done the oral tasks. The students who did the oral task like this kind of practice 。電視大學(xué) “ 人才培養(yǎng)模式改革和開放教育試點(diǎn) ” 英語專業(yè) 畢業(yè)論文 論文題目： Oral English training and teaching ＆ Learners′ Oral Practice 分校工作站 : _ 教 學(xué) 班 : __ _ 姓 名 : ____ ___ 學(xué) 號 : __ 指導(dǎo)教師 : ____ ________ 完成時(shí)間 ： 甘肅廣播電視大學(xué)“ 人才培養(yǎng)模式改革和開放教育試點(diǎn) ” 計(jì)算 機(jī)應(yīng)用專業(yè)畢業(yè)設(shè)計(jì)（論文）成績評定表 教學(xué)點(diǎn) ： 班級代號 ： 學(xué)生姓名： 學(xué)號 ： 指導(dǎo)教師 評語 及評分 調(diào)查資料與數(shù)據(jù)可靠，統(tǒng)計(jì)處理得當(dāng)，與資料分析結(jié)果相符； 論文寫作重點(diǎn)突出，結(jié)構(gòu)規(guī)范，層次清晰，語言流暢，無錯(cuò)別字。it could improve their spoken English and their performing ability .The students who did not plete the oral task said that spoken English was not important or necessary as much as other three skills of English learning. The rest other students said that they could not finish this task alone because they have much difficulties in doing the task .On the other hand ， some students believed that the English teacher might not ask each students to read or perform the oral task.. So they need not practice after class .1 was very pity when 1 hearing these. The results show that less 20% of the students could open their mouth to speak English and finish the oral tasks are asked by teacher .However ， more than 80% of the students39。 fulldeveloped abilities. Cordially， Vary the students39。 s informal munication. Language is a kind of tool to municate， to serve the society. So I try to create more and proper context of situation both in the class and out of class for my students .Let them know how to use language appropriately and freely .In the classroom teaching， I always spend about 510 minutes before beginning the lesson on news， story telling， discussion ， role play， songs， tonguetwister and so on to arouse their interest and encourage them to use English correctly .Also test book can be used to practice oral English， etc. After learning travel， I had debate on traveling ， let students act some plays such as the library ， how to plant trees etc. Questions and answers about some familiar topics .Act as interviewers and interviewee， such as asking for help ， talking about the weather . This can consolidate the context of text and at the same time develop oral skill. After class， in order to involve each student in an English speaking atmosphere， our English Group hold English Speech Contest and sometimes I show the students some English programs ， film ， VC D etc. to my students . I provide some English magazines， novels ， newspapers for them to read. In a word， one can enjoy English at any time and any place: Try to make the students involve themselves in these situations and cherish every chance to practice English. Make good use of emotional factors In the course of growth， pupils are not mature phychologically， and their feelings are very frail. So I decided to arouse their feelings and restrain their inactive feelings. I always pass my kindness， encouragement， trust， and respect to the students by means of words ， expressoins and action so that I can arouse the interest of my students. Try to create a relaxing teaching and learning atmosphere for them so that the students have a happy mood and dare to speak English .At the same time， I use the way of praising or encouraging more， though their oral English is really not perfect ， help them to experience success， and reinforce the students39。 approced the practicing ways very much . This indicates the effecticeness of the prac