【正文】 improved further through outofclass activities. The theme of extracurricular activities can be bined with classroom teaching. They infiltrate mutually, the glossary is related to classroom subject, the sentence and language synthesis utilization ability which could be improved gradually in the practice of outofclass activities.The goal of foreign language extracurricular activities is just to enhance the ability of students39。 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。 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。 requiring the students to participate in the meaningful munication in the way of learning mother tongue, not only displaying the grammar or glossary knowledge. In addition, the design of learning tasks should provide clear and real language information, so that students can study English in a natural, authentic context, master the language applied. Outofclass activities should be looked as the same as the activities in the real life. We must create an environment similar to real society。 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. That’s for laying a foundation of cultivating selfconfidence, developing individual potential and displaying creative thinking. The role of teachers in extracurricular activities practice should be encouraged as participants and collaborators. The dominant position in the outof –class activities is students。 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。 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。s spoken English in the outofclass activity bees one effective study method gradually. With a long history, it is more widely respected in our modern time. But there are still a lot of people who do not understand the true meaning of it, so they can not apply it fully in the actual teaching and learning. In order to provide some solution for the problems existing in the college students’ outofclass learning, an outofclass English learning center is designed to provide learners with strategy training.In short, the theory and practice have proved that the outofclass English activities can stimulate the curiosity and interest in study, training students’ language skills, thinking ability, the ability to innovate, and autonomous selflearning ability, as well as munication and cooperation capacity.Bibliography[1] A. S. Hornby. Oxford Advanced Learner’s EnglishChinese Dictionary. The Commercial Press, 1997.[2] Nida. Meaning Across Cultures. Ordis’s Press, 1981.[3] Yousef, . Crosscultural Communication. Human Organization, 1974.[4] 蔣磊. 英漢習(xí)語的文化觀照與對比. 武漢大學(xué)出版社, 2000.[5] 賈玉新. , 1997.[6] 盧梅. 英漢習(xí)語的文化差異及其翻譯. 西南科技大學(xué)學(xué)報, 2005,(01): 9193.……14