１６1IntroductionWiththeaccelerationofglobalization,Englishspeakingabilityhasbecomeanimportantindicatorofstudents’overallquality.However,ShuangDingfang(2004)mentionedthatthetraditionalteacher-centredoralteachingmode,whichfocusesonmechanicalimitation,hassomedisadvantages,anditsexcessiverelianceonpresetdialoguetemplatesanddetachmentfromrealcontextsnotonlyinhibitstudents’creativethinking,butalsomakeitdifficulttostimulatetheirintrinsicmotivationfororalexpression.Inthiscontext,theintroductionofCommunicativeLanguageTeaching(CLT)hasopenedupnewpossibilitiesforthejuniorhighschoolEnglishclassroom.Forexample,bycreatingreal-lifesituationssuchasshoppinginasupermarketandaskingfordirections,orbyadoptinginteractiveformssuchasrole-playingandgroupdebates.Itmaytransformlanguagelearningfrommerememorizationintoameaningfulcommunicativeprocess.Thisstudent-centredteachingmethodwithitsemphasison‘communication’notonlyeffectivelybridgesthegapbetweenclassroomlearningandpracticalapplication,butalsocultivateslearners’interculturalcommunicativecompetence,thepotentialvalueofwhichforreconstructingthelanguageteachingsystemandimprovingthequalityofstudents’languageoutputneedstobeexploredindepth.BackgroundoftheStudyAgainstthebackdropoffrequentinternationalexchangesandadvancingglobalization,theimportanceofEnglishasaninternationalcommonlanguageisbecomingincreasinglyapparent.OntheFebruary52021,theProvincialDepartmentofEducationreleasedTheProgrammefortheEnglishListeningandSpeakingExaminationforJuniorSecondarySchoolStudentsinYunnanProvince.TheexamisforninthgradestudentsatthecompulsoryeducationstageinYunnanProvinceandwillbeimplementedfromtheseventhgradestudentsenrolledinautumn2020.ItcanbeseenthatgoodEnglishproficiencyisnotonlyanimportantreflectionofstudents’overalllanguagequality,butalsoanecessaryskilltoadapttofuturesocialdevelopmentandinternationalcommunication.XianLi(2024)mentionedthattoacertainextent,theteachingofEnglishinjuniorhighschoolsinChinafocusesongrammarandvocabulary,butnotonspeaking,andsomeEnglishclassesarestilldominatedbyteachers’explanations,andstudentshavefeweropportunitiestopracticespeaking,andtheypassivelyaccepttheknowledge,leadingtothephenomenonof“silentEnglish”.Inthe1970s,Hymesintroducedthetheoryofcommunicativecompetence,whichencourageslanguagelearnerstolearnlanguagethroughcommunicationandfocusesoncultivatingstudents’abilitytouselanguagetocommunicateeffectivelyinreal-lifecontexts.Withtheupdatingoftheconceptofqualityeducation,CLThasbeengraduallyintroducedintotheEnglishclassroomandhasgraduallyreceivedtheattentionofEnglishteachers.AccordingtoXianLi(2024),theincorporationofCLTintojuniorhighschoolEnglishclassroommaymaketheusualEnglishclassroommoreenergeticandpromotetheimprovementofstudents’Englishspeakingability.Inrecentyears,withthecontinuouspromotionofeducationalreform,teachershavegraduallyacceptedthecommunicativeteachingmethod,butthereisstillacertaindifferencebetweentheideologicalacceptanceandtheactualperformanceofteaching.Ontheonehand,teachersareinthedominantpositionintheEnglishclasses.AccordingtoGuXiaohong(2011),atpresent,theideologyofeducationinmanyregionsofChinahasnotkeptpacewiththedevelopmenttrendofthetimes.Teachersstillhaveadominantpositioninclassroomteaching.Someofthemonlyfocusonteachingknowledge,neglectingthefactthatteachingshouldbestudent-centred.AccordingtoShuangDingfang(2004),traditionalteachingusuallymeansthattheteacherspendsmostofthetimeintheclassroomteachinglanguagepoints,translatingtextsandexplainingexercises.Duringthelearningprocess,studentsseldomhavetheopportunitytoopentheirmouthsandpracticespeaking,resultinginthefactthattheyareverygoodattakingexamsandcandolisteningandgrammarquestionsaswellasreadingandwriting,butwhenitcomestoactuallyusingEnglish,studentshavenowayofgettingstarted.Xianghua(2012)pointsoutthatthebiggestdifferencebetweenCLTandtraditionalpedagogyisthatCLTrequirestheclassestobestudent-centred,ratherthanteacher-centred.Therefore,inordertoeffectivelyimplementCLT,teachersshouldchangetheirroles.Ontheotherhand,teachers’oralskillsvaryandtheiroverallqualityneedstobeimproved.Inaddition,juniorhighschoolEnglishismostlytaughtingroups,thenumberofstudentsintheclassislarge,andthedifferencesinEnglishproficiencyarelarge,soitisdifficultforteacherstoreallymeettheactuallearningneedsofallstudentswhencarryingoutoralteaching,andthecurrentjuniorhighschoolEnglishteachingdoesnotarrangeaseparateoralclasses,oralisinterspersedineachEnglishcourse,teachersoftenonlyinsertalittleoralteachingintheprocessofreadingandwritingteaching,andcannotprovideopportunitiesfororalexpressioninEnglishforeachstudentandprovideopportunitiesforstudentstoexpressthemselves.Teachersofteninterspersealittleoralteachingintheprocessofreadingandwritingteaching,whichcan’tgiveeverystudenttheopportunitytoexpressorallyinEnglish,andcan’tgivetimelyandaccurateguidance.Inaddition,theapplicationofCLTisalsohinderedby

thestudentsthemselves.Students’Englishproficiencylevelsvarywidely,makingitdifficultforsometeacherstodeterminetheappropriate

levelofdifficultyinteaching.WenwenChe(2020)notedthatinthecurrentcontextofEnglishinstruction,classroomteachinghaslong

prioritized

students’readingabilityandvocabulary,resultinginstagnationoreven

limitations

intheiroralproductionskills.Furthermore,somestudentsareintroverted,lackself-confidence,andfearmakingmistakesorbeingridiculed.Thesefactorsrestricttheirparticipationinoralcommunication,makingitchallengingtoimplementCLTeffectivelyin

spokenEnglishclasses.Therefore,inordertoimprovetheapplicationofCLTinspokenEnglishclasses,itisnecessarytofocusonbothteachersandstudents.Thisstudywillexplorehowtodeepenteachers’understandingofcommunicativecompetenceandhowtoexploreappropriateteachingmethodstomeettheneedsofallstudentsandincreaseopportunitiesfororalexpressionandaccurateinstructioninresponsetostudents’situationsintheclassroom.What’smoreimportant,itisalsonecessarytosolvetheissuesoflargedifferencesinstudents’Englishproficiencylevels,howteacherscandeterminetheappropriatelevelofteachingdifficulty,howtohelpstudentsovercomepsychologicalbarriersinordertoincreasetheirparticipationinoralcommunication,andhowteacherscanguidestudentstochangetheirconceptsinordertopayattentiontooralexpression.Theseproblemsneedfurtherresearchingbytheauthor,andonlybysolvingtheseproblemsmaytheCLTbebetterappliedinthespokenEnglishclasses,andatthesametime,itmayprovideareferenceforjuniorhighschoolEnglishteacherstoimprovethequalityfororalteachingandhelpstudentsimprovetheiroralexpressioninEnglish.Basedontheaboverealisticbackground,itcanbeseenthattheeffectiveimplementationofCLTinjuniorhighschoolspokenEnglishclassesstillfacesmultidimensionalchallenges,andthisstudyisconductedwiththepurposeofexploringtheapplicationofCLTinjuniorhighschoolspokenEnglishclassesandfurtherexploringitssignificance.PurposeandSignificanceoftheStudyThisstudyexplorestheapplicationandimprovementstrategiesofcommunicativeteachingmethodinjuniorhighschoolspokenEnglishclasses,withtheaimofachievingseveralobjectives.Firstly,tooptimizetheteachingmethod,theauthorcomprehensivelyanalysetheapplicationmodeofCLTinjuniorhighspokenEnglishclasses,explorethebestwaytoorganicallyintegrateitwithtraditionalteachingmethods,andprovideteacherswithpracticalteachingguidance.Secondly,itfocusesonimprovingstudents’oralskills,stimulatingstudents’interestinoralexpressionandincreasingtheirconfidenceinspeakingEnglishthroughthecommunicativeteachingmethod,thuseffectivelyimprovingtheaccuracy,fluencyandflexibilityoforalexpressionandensuringthatstudentscancommunicatesmoothlyandeffectivelyinreal-lifelanguageexchangescenarios.Moreover,italsocultivatesstudents’awarenessofinterculturalcommunication,andthroughvariousinteractiveactivitiesdesignedbythecommunicativeteachingmethod,ithelpsstudentstodeeplyunderstandthehabitsofusingEnglishindifferentcultures,soastoreducemisunderstandingsininterculturalcommunication.Thisresearchhasboththeoreticalandpracticalsignificancethatcannotbeignored.Atthetheoreticallevel,itmayenrichtheteachingtheorysystemandprovideastrongempiricalbasisforthesoundapplicationofsecondlanguageteachingtheoriesinjuniorhighschoolEnglishteachingscenarios.Atthesametime,thisstudycomplementsalargeamountofempiricalresearchdatainthefieldofjuniorhighschoolEnglishlanguageteaching,whichlaysasolidfoundationforsubsequentrelatedresearch.Inapracticalsense,theresultsofthisstudymayprovidepracticalteachingstrategiesandmethodsforjuniorhighschoolEnglishteachers,helptheminnovatetheirteachingmethods,andsignificantlyimprovethequalityoforalteaching.Inaddition,thisstudyisverymuchinlinewiththeurgentneedsofqualityeducationandEnglishcurriculumreformforthecultivationofstudents’comprehensivelanguageproficiency,anditstronglypromotesthetransformationofjuniorhighschoolEnglishteachingfromthetraditionalknowledgetransmissionmodetothedirectionoffocusingonthecultivationofstudents’practicallanguageproficiency,andprovidesimportantsupportfortheeffectiveimplementationofeducationreformattheclassroomteachinglevel.2LiteratureReviewAfterclarifyingthepurposeandsignificanceofthestudy,theauthorreviewedtherelevantliterature,firstfromthedefinitionofCLTandfurthertounderstandtheoriginofCLT.AftergainingacertainunderstandingofCLT,theauthorbegantoreviewthedomesticandinternationalliteratureonCLTandoralEnglishteaching,withtheaimofclarifyingtheacademiclineageandlayingasolidliteraturefoundationforthesubsequentempiricalresearch.2.1CommunicativeLanguageTeachingCLTisacommunicativeapproachtolanguageteachingthatemergedinthe1970s.Itemphasizesthattheultimategoaloflanguagelearningistodeveloplearners’abilitytocommunicateeffectivelyinreal-lifesituations,ratherthansimplytomastergrammaticalrulesorvocabulary.ItissuitableforEnglishclassesthatneedtofocusonauthenticsituations,interactivecommunicationandtask-basedteaching,suchasspeakingandlisteningclasses.TheCLTwasborninBritaininthetwentiethcenturyandcametoChinainthe1970s,whichhashadagreatinfluenceonmodernEnglishteachinginChina.In1970,Chinesescholarssawtheriseofsociolinguistics,whichchallengedthestructuralistviewoflanguageandlaidthefoundationforthetheoryofcommunicativecompetence.In1972,Hymes,asociolinguist,introducedtheconceptofcommunicativecompetence,whichbrokethroughthelimitationsofChomsky’spurelinguisticcompetenceandemphasizedthesocialappropriatenessoflanguage.In1976,Wilkins,anappliedlinguistspecializinginlanguageeducation,hepublishedtheFunctionalIdeasOutline,whichforthefirsttimelinkedlanguagefunctiontolifesituationsatthefirsttime.In1980,Canale&Swainbothofthemareappliedlinguistsspecializinginsecondlanguageacquisitionandteaching.Theyconstructedafour-dimensionalcompetencymodelthatgrammatical,sociolinguistics,discourseandstrategiccompetence,whichsystematicallyperfectedthetheoreticalframeworkforteachingandlearning.In2001,theCommonEuropeanFrameworkofReference(CEFR)wasadoptedasthebasisforthetheoryofcommunicativecompetence.Finally,theCommonEuropeanFrameworkofReferenceforLanguages(CEFR)wasestablishedtheglobalstandardof‘a(chǎn)ction-oriented’,markingthefullmaturityofCLTfromacademictheorytointernationalpractice.ThefollowingfigureshowsthetimelineoftheoriginofCLT.SortingoutitstemporaldevelopmenthelpstheauthortogofurtherintothestudyofCLTandalsoprovidestheoreticalsupportfortheauthor’scurrentstudy.FiguresSEQFigures\*ARABIC1TimelineoftheOriginsoftheCLTTheTheRiseofSociolinguistics1970HymesProposesCommunicativeCompetence1972WilkinsProposesanOutlineofFunctionalIntention1976Canale-SwainProposesFour-dimensionalModel1980CEFRFrameworkReleased2001Source:Author’sownproductionbasedonrelevantinformation.Meanwhile,therearesomeChinesescholarswithdifferenceviewsfortheCLT.Shen,Yangyang(2022)mentionedthatCommutativeLanguageTeaching(CLT)isasystemofpedagogythatuseslanguagefunctionitemsasanoutlineandaimstodevelopstudents’communicativecompetence.CommutativeLanguageTeachingemergedinEuropeinthe1970s.Atthattime,traditionallanguageteachingmethods,suchasthegrammar-translationmethod,paidtoomuchattentiontolanguageformsandgrammaticalrules,whichresultedinstudentsacquiringacertainamountoflanguageknowledgebutfindingitdifficulttousethelanguageeffectivelyinrealcommunication.Withthedevelopmentofsocietyandtheimprovementoftherequirementsforthepracticaluseofforeignlanguages,thecommunicativemethodofteachingcameintobeing.Itisinfluencedbythetheoriesofvariousdisciplinessuchasfunctionallinguisticsandsociolinguistics.Thefunctionallinguisticsemphasizesthefunctionsoflanguage,suchasexpressingrequests,providinginformation,etc.;sociolinguisticspaysattentiontotherulesoflanguageuseinsocialsituations,andtheseconceptsprovidethetheoreticalfoundationfortheemergenceofthecommunicativeteachingmethod.ThisstudywasconductedunderthetheoreticalframeworkofCLT,withafocusonEnglishoralclasspracticesinjuniorhighschools.OnthebasisofsystematicallysortingoutthetheoreticallineageofCLT,theauthoralsoreviewedtherelevantliteratureathomeandabroadandsynthesizedtheviewsofdomesticandforeignscholars.2.2ResearchStatusatHomeandAbroadAftertakingCLTasthetheoreticalbasis,inordertodothisresearchbetter,theauthorreviewedtherelatedliteratureathomeandabroad,fromwhichshefoundmanycommonpoints,butsomeresearchperspectivesstillhavedifferences.Someoftheauthors’viewpointsmayprovidetheoreticalsupportforthisresearch,andtheauthoralsofoundsomeurgentproblemstosolvefromtheirviewpoints.Thefollowingtableshowssomeoftheliteraturedatacompiledbytheauthor:TableSEQTable\*ARABIC1LiteratureCollationFormsTitleAuthorsKeywordsResearchQuestionsConclusionsProspectsandDiscussionsInfluencingFactorsofCommunicativeLanguageTeaching:AStudentPerspectivefromEnglishMajorsZhouXue(2024)ForeignLanguageTeaching;CLT;InfluencingFactorsInvestigatethecurrentstatusofCLTimplementationandidentifythefactorsthatinfluencetheimplementationofCLTinthespeakingclassroomfromthestudents’perspective.CLThasbeenwidelyusedinspokenEnglishclasses,butatthesametime,students’varyinglevelsofEnglishproficiencyhavebecomeamajorprobleminimplementingCLT.HowtobetterimplementCLTintheEnglish-speakingclassroomneedstobefurtherexploredinrelationtotheteacher,theteachingenvironment,andotherfactors.ResearchonOralEnglishTeachingStrategiesinJuniorHighSchoolBasedonCLTLongY(2023)CLT,JuniorHighSchoolEnglish,OralEnglishTeachingWhatistheroleofCLTinteachingspokenEnglish?CLTisaneffectivewaytoimprovestudents’Englishspeakingability,andwillplayanincreasinglyobviousroleinimprovingtheoverallqualityofjuniorhighschoolstudents’English,andwillcertainlyattractmoreandmorepeople’sattentionandfavor.TherearestillmanyuncontrollablefactorsandproblemsintheimplementationofCLTthatneedtobefollowedupandfurtherexploredbyresearchers.AnActionResearchontheDesignofMiddleSchoolEnglishSpeakingActivitiesBasedonCommunicativeTeachingApproachHuangMinhui(2022)CLT;MiddleSchoolEnglishTeaching;SpeakingActivityDesign;ActionResearchWhataretheeffectsofCLTbasedactionresearchondesigningmiddleschoolEnglishspeakingactivitiesonimprovingmiddleschoolstudents’speakingskills?TheimplementationofCLTintheEnglishspeakingclassroomwaseffectiveinimprovingstudents’oralfluencyinEnglish,andmostofthestudentsbelievedthatcommunicativespeakingactivitiescouldimprovetheirpersonaloralexpressionandcommunicationskills.Thisstudywasconductedwithastudent-centeredapproach,butneglectedwhetherteachersmasteredCLT,anditishopedthatfuturestudieswillincludeboththeteacherandstudentsidetogether.AStudyontheApplicationofCLTtoOralEnglishClassinJuniorHighSchoolSunyue（2022）JuniorMiddleSchoolEnglish;OralEnglish;CLT;ApplicationResearchHowcanCLTbeusedscientificallyandeffectivelytoteachoralEnglishinmiddleschools?Combininglistening,reading,andwritingforspeakingpractice,creatingauthenticcommunicativesituations,improvingcommunicativestrategies,andlearningfromforeignlanguagetestingexperiences.CLTtheoryistoobroadtodescribe.Inaddition,theindividualthoughtsandbehaviorsofcommunicatorshavelongbeeninfluencedbynationalheritageculture,whichisthedifficultyoflanguageteaching.ASurveyStudyontheCurrentSituationofEnglishSpeakingTeachinginMiddleSchoolsZhangjing(2021)WhatisthegeneralstatusoforalEnglishteachinginjuniorhighschoolsatpresent?WhatarethemainproblemsoforalEnglishteachinginjuniorhighschools?Whatarethemainreasonsforthesemainproblems?ThedevelopmentandprogressofspokenEnglishteachingdoesnotdependonanyoneofthethreeparties,namelytheschool,thesocietyandthefamily,butrequiresthejointeffortsofallthreeparties.Duetovariousconstraints,thesampleforthissurveywasnotlargeenoughandthescopeoftheinterviewswaslimited.Respondents,especiallystudents,aresusceptibletosubjectiveemotionsandcircumstancesthatmayaffecttheresults.AStudyofJuniorMiddleSchoolSpokenEnglishTeachingWangYixiao（2020）JuniorMiddleSchool;SpokenEnglish;SpokenEnglishTeachingWhataretheattitudesofjuniorhighschoolEnglishteachersandjuniorhighschoolstudentstowardteachingEnglishasaforeignlanguageinjuniorhighschools?whataretheproblemsofteachingoralEnglishinjuniorhighschool?TeachersmustchoosetherightteachingmethodstoensurethatoralEnglishistaughteffectivelyandthatamixofteachingstrategieshelpstoimprovestudents’communicativestrategyskills.TeachingEnglishasaforeignlanguageisadynamicprocess,anditishopedthatfuturestudieswillincreasesamplesizeandscopeandusemoreresearchmethodstomakethestudymorereliable.DataSources:

WanfangData,CNKI,WebofScienceAlltheabovescholarsconfirmedthefeasibilityofCLTinteachingEnglishandthatCLTisaneffectivewaytoimprovestudents’Englishspeakingability.ActionresearchonmiddleschoolEnglishspeakingactivitiesbasedonCLTeffectivelyimprovesstudents’EnglishspeakingfluencyandmakestheirEnglishexpressionsmorecoherentandnatural.However,teachersneedtoexplorehowtoimplementCLTinthespeakingclassroomandthemanyfactorsthataffecttheimplementationofCLT.Tothisend,theauthorcontinuestoreviewtheliteratureandconductsareviewofdomesticandinternationalliteraturetoprovideasolidfoundationforfurtherresearch.TableSEQTable\*ARABIC2StatisticsontheNumberofRelatedLiteratureinChinaThemeCommunicativeLanguageTeachingOralEnglishinJuniorHighSchoolOralEnglishTeachingOralEnglishImprovementStrategiesAcademicJournal2,5483979,91353Dissertations4313641,3716Conference4712742318Newspaper09201Book1081Total3,02789711,75379DataSources:

WanfangData,CNKI,WebofScienceAscanbeseenfromtheabovetable,thereare11,753piecesofliteratureonoralEnglishteaching,3,027piecesofliteratureareoncommunicativeteachingmethod,897piecesofliteratureareonjuniorhighschooloralEnglish,and79piecesofliteratureareonoralenhancementstrategiesthroughsearching.Fromthis,itiseasytoseethattherearestillmorestudiesonoralEnglishteachinginChina,whichshowsthatChinastillpaysmoreattentiontotheteachingofstudents’oralEnglish.However,therearefewerstudiesonspeakingenhancementstrategies,sotheauthorwillfurtherstudytheissueofhowtoenhancethespeakingonthebasisoftheoriginal.Duetothefar-reachinginfluenceoftraditionalmodeandexam-orientededucation,EnglishteachinginChinausedtofocusoncultivatingstudents’linguisticknowledge,andthecultivationoforalcommunicationabilitywasgreatlyneglected.Formoststudents,althoughtheyhavespentalotoftimelearningEnglish,arestillunabletocommunicateinEnglishuntiltheygraduatefromtheuniversity.Therefore,itisofgreatsignificancetochangethetraditionalteachingmethodsandstereotypesandtoseekeffectiveteachingmethodstoimprovejuniorhighschoolstudents’oralEnglish.HuangHuimin(2022)proposestheeffectofCLTappliedtothedesignoforalEnglishteachingactivitiesinjuniorhighschools,whichtheoreticallyenrichesthescopeofresearchontheCLTandpracticallyhelpstobetterimplementCLTinjuniorhighschooloralEnglishteaching,soastoimprovejuniorhighschoolstudents’Englishoralexpressionandcommunicativecompetence.Inherresearch,sheappliesthecommunicativeteachingmethodtotheteachingofspokenEnglishandconductsaseriesofstudiesfocusingonthestudents,butsheneglectstheroleofteachersandfailstoinvestigatewhethertheteacherisabletomasterandimplementthisteachingmethod,whichisexactlythedifficultytheauthoristryingtoexplore.InteachingoralEnglish,theroleoftheteacherisparticularlyimportant.Theimplementationofthecommunicativeteachingmethodisnotonlytohelpstudentsimprovetheirspeakingskills,butalsotomotivateteacherstocontinuelearningandteachinginawaythatsuitsthestudents.Inconclusion,therearelotofresearchesontheapplicationofcommunicativeteachingmethodintheEnglishclassroominChina,whichhaslaidasolidfoundationforthisstudy,buthowtoimprovespokenEnglishintherealclassroomstillneedsfurtherresearchbytheauthor.Thisisonegapfortheresearch.Althoughalotofresultshavebeenachievedindomesticresearchonorallanguageteaching,foreignresearchisalsoworthyofattention.TableSEQTable\*ARABIC3StatisticsontheNumberofRelatedLiteratureAbroadThemeCommunicativeLanguageTeachingOralEnglishinJuniorHighSchoolOralEnglishTeachingOralEnglishImprovementStrategiesAcademicJournal4952331,9431,001Dissertations361700Conference170422199Newspaper0000Book8232413Total5562732,3891,213DataSources:

WanfangData,CNKI,WebofScienceAscanbeseenfromthetableabove,thereare2,389piecesofliteratureon“oralEnglish”,1,213piecesofliteratureon“oralEnglishteaching”,556piecesofliteratureon“communicativelanguageteaching”,and273piecesofliteratureon“oralEnglishinjuniorhighschool”.ItcanbeseenfromtheabovedatathatthereisstillalotofresearchesbeingdoneabroadontheteachingofspokenEnglish,makingspokenEnglisharesearchhotspotbothathomeandabroad.Manyforeignresearchershavepointedoutthatparticipationinauthenticcommunicationscenarios,suchasconversingwithlocals,takingpartinsocialactivitiesandparticipatingingroupdiscussions,maygreatlypracticeoralexpressionskills.Inthesescenarios,learnersneedtouselanguageflexiblyaccordingtodifferentsituationsandobjectsinordertoimprovelanguageadaptationandfluency.Comparedwithclassroomlearning,authenticcommunicationscenariosaremorelikelytostimulatelearners’motivationandinterestandencouragethemtoactivelyimprovetheirspeakingskills.Someotherresearchersbelievethatinvitingforeignteachersintotheclassroomisanimportantwayofcreatingauthenticcontexts.SomeforeignteacherscanprovidestudentswithpureEnglishinputandauthenticculturalexperiences.StudentsmaycommunicatefacetofacewithforeignteachersandlearnauthenticEnglishoralexpressionsandculturalhabits.However,thisisnotpossibleinmostdomesticEnglishclasseswheremostsecondaryschoolsarestaffedbyChineseteacherswithfewornoforeignteachers.ButZhouJie(1999)pointsoutthatbothnativeandnon-nativeteachersneedtobeawareoftheimportanceofchangingtheirrolesinteachingbehaviour,notonlyasauthorityfigures,butalsoasevaluators,organizersorparticipants.Therefore,ifChineseEnglishteacherswanttobesuccessfulinteachingoralEnglish,theymayneedtochangetheirconceptof‘teaching’oralEnglish.TheimportanceoflearningspokenEnglishistopracticeratherthanteach,andusingthelanguageismoreimportantthanknowinghowtouseit,sostudentsshouldbegivenenoughtimetocommunicatewitheachotherinreal-lifesituations.Therefore,teachingspokenEnglishinanenvironmentwherethenativespeakerisChineseandtherearenoresourcesforforeigntutorsisadifficultproblem,andthisstudywillexploreasuitablemethodforChinesestudentstoimprovetheirspokenEnglish.Tosumup,bothdomesticandforeigncountrieshavedonealotofresearchesontheapplicationofcommunicativeteachingmethodinjuniorhighschoolEnglishclassroom.DomesticattachesimportancetooralEnglishteaching,andtherehavebeenalotofresearchesontheapplicationofcommunicativeteachingmethod,buttherearefewerresearchesonoralenhancementstrategies.TherearealsoalotofresearchesonEnglishspeakingteachingin