【導(dǎo)讀】行研究工作所取得的成果，成果不存在知識產(chǎn)權(quán)爭議，除文中已經(jīng)注明引用的內(nèi)容外，寫過的作品成果。對本文的研究做出重要貢獻(xiàn)的個人和集體均已在文中以明確方式。本人完全意識到本聲明的法律結(jié)果由本人承擔(dān)。交際能力的培養(yǎng)尤為重要，然而當(dāng)前口語教學(xué)現(xiàn)狀卻不盡人意。在實際教學(xué)中，只有清。升學(xué)生的口語交際能力。本文主要包含以下內(nèi)容:首先闡述研究背景、問題和意義，指

　　

【正文】 he lack of coherence and loose, the specific class activities cannot inspire students to participate in the munication initiative and enthusiasm, constructing the creativity of students39。 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。s questions. Even if they can, most of them would rather remain silent and wait for others to e first. In the eyes of most Chinese, those activities are more likely conceived as 39。show off39。 or 39。obtrusive39。 for students. Towards higher grades, this kind of bias is more prevalent. Additionally, Chinese students are very careful in order to avoid mistakes. They are very worried about humiliation in front of others. It is hard to change the personality fostered by the Chinese culture. Students are also nervous about a foreign language and the corrections from their teachers. Many students only dare to use the language when they are absolutely sure about the correct usage. In this regard, individual participation is more important. Students’ learning motivation If asked to identify the most powerful influences on learning, motivation would probably be high on most teachers39。 lists. Learners39。 motivation affects their learning in important ways. Learners bring their own individual characteristics, personalities, attributions and perceptions of themselves to the learning situation. What is motivation? Motivation may be explained as: a state of cognitive and emotional arousal, which leads to a conscious decision to act, and which gives rise to a period of sustained intellectual and physical effort in order to attain previously set goal (Burdenamp。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 thoughts and emotions, and how they make their own sense of these, or internalize them, in ways that lead them to decide to achieve certain goals. In consideration of the present situation in high school, we will find that for the majority of the students, they study English just because it is part of the curriculum and they have to pass the English examination in order to go to college. They focus too much attention on xix examinations, on getting praise, on avoiding failures or losing face. In class, they usually depend too much on the teachers and don39。t actively involve in the learning activities. Probably it is the fault of the traditional teachercentered teaching model. Many students have no intention to control their own learning process. They are not good at utilizing metacognitive strategies, such as planning, monitoring, evaluating their own learning process. All of these definitely inhabit their development of language learning motivation. However, students39。 lack of motivation has much to do with the teachers. In an ideal teacher39。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 students39。 more deepseated motivations. So teachers should reflect on themselves and adjust their teaching strategies. Factors from teaching process It is one of the possible ways to create a municative setting in class so as to cultivate learners39。 consciousness of interactive munication. It is necessary for the teacher to create a municative atmosphere for learners to interact。 the teacher should provide more chances for students to interact in class. Thus, it is important to create municative environment during the teaching process. Teaching style Teaching style has great influence on classro