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2.1 The Current Situation and Tasks
There is no need to say that in our country in recent years, the college English comprehensive ability has been significantly improved, however, scholars generally believe that, as one of the traditional Chinese course, oral English level means much but not the exam grades are good or bad. The Examination Committee of College English Tests Four and Six Levels reported that from 1999 January to 2001 May, six oral (CET-SET) summary report is that: in a total of 32107 candidates, more than 18550 candidates got the grades of B, only 57.8% candidates can use English to communicate with others in familiar themes (Stephen 28). Clearly, Chinese college students' oral English communicative ability is so poor. In 2007 October, oral English ability test for 310 college students of non-English-major students showed that 79% of the students thought that their oral English ability was low, which took the percentage of about 42 of all tested students. At the same time, through the interview to of 20 classes with the good command of English language proficiency, they found that subjects, of these three aspects, in accuracy, language fluency and language complexity are relatively weak. In addition, in the process of language interaction, subjects including dialogue style on different topics of coping ability and other aspects also have some obvious insufficiency.
Although schools in different regions of China are not the same, but our country’s University of Oral English Teaching in general can be summarized as follows:
Concepts: Chinese University English teaching ideas are old. For a long time senior high school entrance examination and college entrance examination does not test the spoken language and culture. We only pay attention to listening and written ability in English teaching. The middle school stage ignored for spoken English is one of the important reasons for college students’ oral English poor foundation. In addition, in my opinion, most of the students and teachers do not build the correct purpose about English learning, they think that the English are just the grades from the exam. For a long time, the College English Test Band focuses on listening, reading and writing, while oral abilities are almost not required. Many students often ignore the spoken language practice in the exam.
Aspects of classroom teaching: the teaching efficiency in college classes are low, the effect of the existing teaching methods and means is not ideal as expected. Most of the English teachers in college classes are English majors when they were students, they learn the teaching methods from their books and teachers that are designed for English-major students, thus, the methods may not as effective as expected because of the differences between those two kinds of students. In the traditional English intensive reading class, most teachers only pay attention to the overall understanding and just explain the language points of the text to the students, then the teachers will lead the whole teaching process, students rarely have the opportunity and spare time to practice spoken English. In the listening class, because of the influence of exam oriented education, teachers usually only focus on students’ listening training, they often ignore the student’s oral expression. In the class capacity of university English classroom, most of colleges are the large class teaching, the average students’ talking time only limited to seconds, so it is difficult to achieve the desired teaching effects.
In addition, the ways and means of teaching also can’t achieve the true persity. At present, in the teaching of English in the most universities, most teachers still use the traditional grammar translation methods. Classroom activities are teacher-centred, knowledge are not be learned but to taught. In some colleges and universities, the relative lack of voice equipment, which greatly limits the flexibility of the oral English classroom.