【正文】 ted to homework or other tasks required by the teachers. In learning, the learners are usually led by their teachers and don’t have to decide how long they should learn and what materials they should choose. Gradually, the learners began to depend on the teachers for everything in learning。 the other is that most learners feel that they lack proper learning atmosphere, learning facilities, learning resources, and necessary guidance and technical support from teachers or professionals in their outofclass learning. This is why many learners feel that they simply do not seem to know what to do with their free time to exploit the English environment. In fact, the college student’s failure in outofclass learning can be attributed two aspects: one is the lack of learning strategies。 they should play the main role. Because the students carry on the activity under the active learning condition. Being free from classroom environment, teacher and time, mentality of students will always be in stable condition, full of imaginations. They no longer feel that learning foreign languages is the result of the imposition of the outside world. Therefore, the initiative will be enhanced greatly with enthusiastic unprecedented upsurge, and English study is no longer a burden but a pleasure. A Suggested Framework for Strategy Study IntroductionAs pointed out above, no empirical evidence has yet been provided to determine the best method for conducting strategy training, but at least three aspects of the training have been identified. They have been designed 1) to raise students’ awareness as to the purpose and rationale of strategy use. 2) to give students opportunities to practice the strategies that they are being taught. 3) to help students understand how to use the strategies in new learning contexts. These three ponents are necessary for each approach in conducting strategy training. An Outofclass English Learning CenterAfter you know strategy training probably. In order to improve outofclass learning, I have a suggestion in detail.According to theories on second language learning acquisition, language learning environment is crucial for college students’ English learning, especially, for their outofclass learning. Through investigation, we find that only a small percentage of the 400participants read English newspapers regularly, or watch English program on TV, or listen to English。 language munication. These hot topics of life as well as various practices, with the real natural language environment, could arouse students39。 we may correct them gradually in the learning process.Students should take the main part in teaching process. The teacher must stimulate the students39。s language knowledge, society cultural knowledge, literary knowledge, cognitive capacity, emotion factor and other knowledge. Therefore, foreign language teaching39。s Theory 2 American ScholarAlan Andean amp。課外活動(dòng)能創(chuàng)造交際活動(dòng)情境,使學(xué)生充分發(fā)揮主體性、能動(dòng)性和創(chuàng)造性,促使學(xué)生語(yǔ)言交際能力的和諧發(fā)展和學(xué)生素質(zhì)的全面提高。s TheoryConstructivist learning concept proposed that knowledge is not simply to be taught by teachers, but to be learned by each student in a certain situation (social and cultural background).Students can obtain knowledge and information by making use of other people, using the necessary learning materials through interpersonal cooperation, and taking the initiative to construct meaning. Therefore, the situation, collaboration and conversation and constructing meaning are the four elements in the learning environment. American ScholarAlan Andean amp。s duty is to provide and create the real human relations scene, enable students to utilize the language freely and initiatively. The Content and Substance of CLTThe purpose of the municative language teaching is to cultivate students39。 as a result, students have long been accustomed to learn dependently. They tend to depend on one or two books and the teachers, while they are not aware of the crucial role of themselves. Inherently, this kind of learning experience leads to the lack of the learning strategies.We find that the students are exactly lacking three groups of learning strategies. First, they do not have the necessary metacognitive strategies, so they just blindly learn according to their interests. The situation inevitably leads to no plans, no goals and no directions. That is why many students claim that they get used to constant pulsion, supervision and assignment deadlines, for they feel unable to timetable themselves and take responsibility for their own learning if no one forces them. Second, they have no appropriate cognitive strategies to approach their specific language learning and to solve the specific problems in learning. As a result, even though some students show their opposition to depending on the teachers。 the other is the lack of necessary environment.From the points mentioned above, we can summarize that language learning environment and learning strategies are the two factors, which influence college students’ outofclass learning. Although in most colleges or universities, facilities available include multimedia rooms, video rooms and puter network, on the one hand, these facilities are far from being enough, what’s more, they are mostly used for teaching and not open for outofclass learning。 ability to use English in work and in the real life.Thirdly, the humanity of activity courses. Outofclass activities are the exchanges of emotions, ideas, and information between teachers and students. It is a twoway exchange of teachers and students as a linking bridge. The teacher counsels student to inquest the teaching process, gives back to the students in class. The consciousness of the students are fully respected and strengthened