【正文】 most of the participants are only used to reading English books by themselves rather than resorting to other ways of improving their English proficiency. Through individual interviews, we find two reasons for this result: one is that colleges don’t provide learners with appropriate outofclass learning environment。 study enthusiasm and display their intelligence. Let students study and consolidate English in each kind of activities, enhance their foreign language munication skills. Current Situation of College Students’ Outofclass LearningAs we know，English learning is not restricted in class，and outofclass learning is also a very important part. Especially for college students, their class time is very limited, so their English learning has to depend on their outofclass learning. As pointed out by professor Zhe, from Beijing University, there are only 288 class periods for college students, while language learning is arduous work. Class time is very limited, so we should teach students how to learn English rather than teach English. As we know, to a great extent, their English proficiency depends on their own learning. Compared with inclass learning, outofclass learning is particularly important. It has its unique advantages: first, there is plenty of spare time to exploit for learners, which is the crucial condition for successful learning。 enthusiasm and initiative participation。s duty cannot merely confine to the instruction of language knowledge. His “On municative petence” theory has provided the theory basis for municative language teaching. Theory of Communicative Competence by Canale amp。Weir about “Role Play” 3 Related Studies 3 Researches Abroad 3 Researches in China 33. Presentation of the English Teaching 4 The Drawbacks of Traditional Teaching Methods 4 Modern Interest Teaching——CLT 4 Definition of CLT 4 The Content and Substance of CLT 5 CLT in the Use of English Outofclass Activities 64. Outofclass Activities and Cultivation of Communication Ability 6 The Role of Outofclass Activities in Training of Communication Ability 6 Current Situation of College Students’ Outofclass Learning 7 Analysis on the Causes for Problems 8 Carrying Out the Outofclass Activities in Scientific and Effective Way 9 A Suggested Framework for Strategy Study 11 Introduction 11 An Outofclass English Learning Center 115. Conclusion 12Bibliography 14摘 要美國社會語言學家Dwell Hymes認為,交際能力不僅包括對一種語言的語言形式的理解和掌握,而且還包括對在何時何地、以什么方式對誰恰當使用語言形式進行交際的知識體系的理解和掌握。作為課堂的延伸和補充,課外活動在提高大學生英語交際能力方面起著至關重要的作用。 SwainIn the 1980s, Kanami and Swindon theory of municative ability enriched the theory of Hymes. They think that munication capabilities include: Grammar ability, social language skills, discourse petence and strategy ability. The practice has proved that their theory is the guiding of the language teaching and standard of the testing programmatic. Theory of Communicative Competence by BachmanOn the basis of various theories, Bachman concluded and proposed the theory of municative language ability. He believes that municative language ability is posed of three parts: language petence, strategy ability and psychological mechanism capacity. Apart from enriching exposition of the language ability, the strategy will be in the capacity as an independent part of the language skills. And explain the relative importance of implementation factor. Theoretical Basis of the Topic Piaget39。 make students enhance munication ability in the language utilization. Communicative language teaching advocated the fully participation of the students. Teacher39。 second, outofclass learning can provide learners real world practice. Additionally, they can help learners broaden their scope of vision and cultivate their learning ability. But for a long time, influenced by our traditional teaching and learning, college students’ outofclass learning is far from being satisfactory. The disordered phenomena in learning are very serious, exactly, most college students just learn English blindly according to their own interests, lacking systematical learning plan. Especially, for the freshmen and secondyear students, they are often free at beginning and busy when an examination is ing, so their outofclass learning is often at will and loose. That is to say they have no goals, no directions and no management. They often feel nothing to do or don’t know how to do. What’s more, most of them are used to depending on the teachers and the textbooks and not accustomed to the learning situation without homework.On the other hand, to our disappointment, facing this serious situation, the colleges and the teachers don’t carry out effective measures to organize and direct the students’ outofclass learning. The phenomena bee a big barrier for learners to promote their English proficiency. Therefore now, changing this unfavorable situation bees an urgent task. Analysis on the Causes for ProblemsAfter you have learned the current situation of the college students’ outofclass learning, I think you can’t help asking what the cause for this serious situation is. Of cause, the reasons are various. Taking the college students’ features of outofclass learning into consideration, we find that the basic cause is the students’ previous English learning experience.Before these students came to college, they had six or seven years of English learning. This learning experience has laid strong influence on their current college English learning. The teachers nearly dominate every aspect of the learners’ learning, including their outofclass learning, and the students seldom get the real independent outofclass learning, most of the outofclass learning is devo