【正文】 n and their improving translation petence. The interactive translation teaching model is one of them. Interactive Communication Model Since the 1970s, interaction in learning has been taken as a priority. Many scholars draw xiv attention to the importance of interaction in teaching. According to Rivers (1987), language teaching was a process of interaction, in which teachers should set up create as many opportunities as possible for learners to master the language, a good environment, and turn from the teachercentered into the learnercentered model so as to stimulate learners39。 municative petence mainly lies in the development of their interactive municative petence. And it is possible and feasible to develop and foster learners39。s great attention, so the deafanddumb English phenomenon in English leaning has taken a favorable turn. To help students bee more aware of the importance of oral English and ultimately acquire the munication ability, the CET Band 4 and CET B and 6 examination mittee, according to the description in College English Teaching Syllabus, carried out the CET Spoken English Test to enhance students’ oral English municative ability. However, quite some students still have great difficulty in interactive munication, and they often feel at a loss when involve in facetoface interaction. This imply that their municative petence can be called “onewaymunication”, which is far from only be the real municative petent “interactive municative petence. Research questions and their significance It is crucial to help develop English learners39。接下來(lái)著重分析了學(xué)生、教師 、教學(xué)過(guò)程三方面影響英語(yǔ)專業(yè)學(xué)生 口語(yǔ) 交際能力的主要因素； 最后 論述了情景創(chuàng)造 、材料使用和活動(dòng)設(shè)計(jì) 幾個(gè) 策略來(lái)激發(fā)學(xué)生進(jìn)行口語(yǔ)交際的積極性 。本人完全意識(shí)到本聲明的法律結(jié)果由本人承擔(dān)。對(duì)本文的研究做出重要貢獻(xiàn)的個(gè)人和集體均已在文中以明確方式標(biāo)明。 本文主要包含以下內(nèi)容 :首先 闡述研究背景、問(wèn)題 和意義，指出改革口語(yǔ)教學(xué)和改善教學(xué)策略的必要性，并對(duì)相關(guān)概念與范疇進(jìn)行了界定 。 municative petence has attracted people39。 strong municative petence. The development of learners39。 subjectivity, learners39。 actions, and test to see if their intended goals are met in the interaction. The environment of teaching has been discussed by many scholars. Feng Yihan (20xx) discussed incorporating puter technology into the teaching of translation. The puterized classroom provides teaching and learning translation with a puter work. Then, a classroom will bee a translating munity. Yin Pi39。 Widdowson, 1978) suggest that during the activity the teacher monitors, encourages, and, suppresses inclination to supply gaps in lexis, grammar, and strategy but notes such gaps for latter mentary and municative practice. It is clear that it is the teacher39。s attitude, even between the classmate and rarely exchange or cooperation. Many teachers in oral English class is the lack of an interactive consciousness, and vulnerable to the effects of negative emotion from students. When they can not do a good performance, the lack of a strategy consciousness, and could not bee the link of the details in various teaching, from the depth of the thinking stimulates the students to study English with interest, and promote the development of interaction between teachers and students. Ignore the cultivation of students’ autonomous learning ability Any form of foreign language learning must be through the learners39。 language was checked， learning munication intrinsic motivation and passion will be lost in tedious teaching. Factors from students According to Breen and Candlin, in municative language teaching, learners are negotiators between the self, the learning process, and the object of learning and they are interacting with the role of joint negotiator within the group and within the classroom procedures and activities that the group undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in an interdependent way (Breen and Candlin, 1980:110). Learners usually contribute to the development of a good classroom atmosphere by being encouraged and being willing to learn from each other. And Chinese English learners should learn to see that failed munication is a joint responsibility and not the fault of the speaker or the listener. Similarly, successful munication is an acplishment jointly achieved and acknowledged. This part mainly discusses students’ confidence and motivation. Students’ selfconfidence We now that students may bring different attitudes to the classroom and different attitude may lead them to different learning effect. The more motivation a learner has, the more time he or she will spend learning an aspect of a second language (Spolsky, 1989). In fact, it is the same as interest and confidence. Confidence is often considered as one of the most important xviii factors in language learning and it often has a great influence on successful learning. Because of the differences between the cultures, Chinese learners seldom pete with each other in answering the teacher39。obtrusive39。Williams 20xx). It is clear that motivation occurs as a result of a bination of different influences. Some are internal, that is, they e from inside the learners, such as an interest in the activity or a wish to succeed. Others are external, for example, the influence o f other people. However, it would be a mistake to consider motivation simplistically as something that is either internal or external to the individual as these cannot be easily separated. What we need to know is what external influences are more likely to arouse people39。s view, students would enter the classroom admiring the target language, wanting to get something out of the language learning for them, and thirsting for knowledge. In practice teachers have to be aware of the reservation and preconceptions of the students. What they think of the teacher, and what they think of the course, heavily affects their success. This is what teachers can influence rather than the student