【正文】 ormation. The students and the teacher ment on the performance of the students and find out some mistakes in the municative activities. The students will study the construction of the text or the use of some language points within it. Students are quite willing to have stage in speaking classes because they want to have more accurate language. The Analysis of the Questionnaire After the one month of teaching, data from the questionnaire are collected. The Chapter Four Results and Discussionresults of the questionnaire go as the follows: Table Data from the Questionnaire(1)(2)(3)(4)(5)(6)174%19%7%279%11%10%396%3%1%452%2%10%29%4%3%57%3%69%14%6%1%616%18%21%19%15%11%(1)(6)=options of the questions。 16=question numbers After conducting the questionnaires, some interviews are carried out among the students and the teachers who have involved in this research. The interviews are mainly about the two research questions mentioned in :“Are the students interested in the kind of teaching approach? ”and “Are there effective strategies to improve the oral ability of the students through CLT in junior high school?”With the first question, some of the students are interviewed, and the second question is reserved to discuss for the teachers. (Littlewood 1981) General Description of CLT in Junior High School Based on the data and answer collected above, the three research questions will be dressed on in the next a few sections. The objective of this part go as the following: to investigate the effectiveness of CLT in spoken English teaching in junior high school。 to discuss the methods that might be preferred by the students。 to explore effective strategies to improve the oral ability of the students though CLT. The Frequent Use of CLT in Oral English ClassThe first research question will be explored by analyzing the results of the questionnaires and interviewing briefly with some of the students. Before the experiment, the students in this class though that the activities they often did in class were: reading aloud and recitation、dialogue、storytelling、English songs and games were the activities they sometimes did in their speaking class. Debates and interviews were the activities they seldom did in class and they had never done information gap activities and role play.Chapter Four Results and DiscussionThrough analyzing the questionnaires (Appendix) after the experiment, the author finds that more than 74%of the students say that they feel they have made significant progress during the experiment (their answers to the first question are (YES), and now they can speak very well.With the second question, about 80% of the students choose YES, since the activities are so interesting which make the classes interesting and different from the ones they had before. For question No3, almost every student admits that CLT applied during the four weeks are quite different from before.From the above analysis, the author could draw the conclusion that CLToriented teaching methods do have positive effects on the spoken ability of the students in junior high school, and the students are interested in kind of teaching methods. (Richards amp。 Rogers 1986) The Preference of Certain Methods in Oral English ClassThe answers to question4,5 and 6 are key to the second research question. With the fourth question, 52% of the students choose (1) roleplay, and 29% of the students choose (4) guessing games. While with Question 5, most students choose the third item regarding storytelling. This result represent that the students in junior high school prefer the activities which can need more interactions, either between students and teacher (guessing games), or among peer (roleplaying).The answers the sixth question diverse from one another, which means that the students could not agree on this point. Some students choose roleplaying, and there are also some other students who select debating and listening to English songs. The answers to this question should cause serious thinking among the English teachers in junior high school. (Nunan 1991b) The Effective Strategies to Improve Students’ Oral Ability through CLTAfter the fourweek experiment, the author interviewed the other three teachers whose main responsibility was to help organize classroom activities and to observe Chapter Four Results and Discussionthe students in various activities. All of the three teachers answered the third research question and proposed several suggestions on effective strategies about applied CLT in junior high school oral class. When the interviews are finished, the author summarizes the ideas of the three teachers. The following are the possible strategies: Introducing Authentic Material into Class Nunan (1991) puts forward one of the features are CLT stresses the need of the students to be exposed to authentic and creative use of language. It usually makes use of reallife situations that require munication. The teacher builds up a situation that students are mostly likely to encounter in their real lives. Unlike the audiolingual method of language teaching, which relies on repetition and drills, the Communicative approach can leave students in suspense as to the oute of a class exercise, which will vary according to their reactions and responses. The motivation of students to learn es from their desire to municate in meaningful ways about interesting topics. TeacherStudent InteractionsDifferent from the traditional teaching process, modern language teaching theories hold that the teaching process is one in which both teachers and students participate jointly. In CLT, Brumfit (1979) states that the teacher has two main roles:to facilitate the munication process between all participants in the classroom。 to as an independent participant within the learni