论独立学院英语专业学生英语口语学习策略-文学学士毕业论文

PAGEi摘要21世纪信息飞速发展，日益频繁的对外交流对每个英语学习者的口语表达能力提出了越来越高的要求。口语表达通常被认为是英语教学的重要部分，因为学习英语的最重要目标是能在真实的环境中用英语与人交流。但是当前在中国，很多学生在经过了差不多十几年的英语学习后，虽然已具有一定的词汇量、语法知识和较强的阅读能力,但口头表达能力却较弱，造成了聋哑英语的悲剧。本文从独立学院学生的特点出发，对独立学院英语专业学生的英语口语学习现状进行阐述，论述了提高英语口语的重要性，概括了影响学生英语口语提高的因素，最后提出了提高英语口语的有效方法。关键词：独立学院;英语口语;英语专业学生;课堂互动;语言情境

TableofContentsAbstract i摘要 iiTOC\o"1-3"\u1.Introduction 12.AnalysisoftheCharacteristicsofIndependentCollegeandItsStudents 22.1Thecharacteristicsofindependentcollege 22.2Thecharacteristicsofthestudentsinindependentcollege 22.2.1Thepoorlearningfoundationofstudentsinindependentcollege 22.2.2Thelargepsychologicalgapofstudentsinindependentcollege 32.2.3Thestrongsocialabilityofstudentsinindependentcollege 32.2.4Thegreatindividualdifferencesofstudentinindependentcollege 33.TheImportanceofOralEnglishtoEnglishMajorsinIndependentCollege 44.TheSituationofOralEnglishLearningofEnglishMajorsinIndependentCollegeandItsReasons 54.1ThesituationoforalEnglishlearningofEnglishmajorsinindependentcollege 54.2Reasons 54.2.1Theneglectof“speaking”inEnglishevaluationmechanism 54.2.2Thestudent’spsychologyofinferiorityandshyness 64.2.3Lackofagoodlanguageenvironment 65.TheStrategiesofImprovingEnglishMajors’OralEnglishinIndependentCollege 75.1Strengtheningtheteacher-studentinteractioninEnglishclass 75.1.1Connotationofteacher-studentinteractioninEnglishclass 75.1.2Characteristicsofteacher-studentinteractioninEnglishclass 75.1.3Thestrategiesofteachingmodelofteacher-studentinteractioninEnglishclass 85.2CreatingrelaxedandpleasantcontextfororalEnglishtraining 85.2.1Strengtheningtheemotionaleducationbetweenteachersandstudentstoeliminatepsychologicalbarriersandgraspthescaleofassessment 95.2.2Takingfulluseofthesituationsofinterestingperformance 105.3InteresttraininginoralEnglishteaching 105.3.1Initiatingthemotivationtolearnanddevelopinginterestinlearning 115.3.2Observingandsummarizinginterestingteachingmethodstoencouragestudentstoacquireknowledgepleasantly 116.Conclusion 12References 13Acknowledgements 14AnalysisoftheStrategiesofEnglishMajors’OralLanguageLearninginIndependentCollegePAGE13IntroductionIndependentcollegeisdifferentfromthenationaltopuniversity.Firstofall,independentcollegeitselfisfacingwithmanydifficulties,bothintermsofhardwareequipmentofteaching,teachingmanagement,curriculumsettingandotheraspects.What’smore,thebasicfoundationoforalEnglishofstudentsinindependentcollegeisrelativelypoor.However,weallknowthatthegoalofEnglishdepartmentistocultivatepracticaltalentsofforeignlanguagewhodirectlyservicetooureconomicsociety.Generally,oralEnglishteachingisconsideredasanimportantpart,becausethemostimportantgoaloflearningEnglishistocommunicatewithpeopleinEnglishinarealenvironment.ItmeansthatduringEnglishteachingteachersshouldnotonlypayattentiontothebasicknowledgeoflanguage,butalsostressthepracticalapplicationoflanguageability.Infact,asEnglishmajorswhattheymostwanttomasterincollegeistheoralEnglishskills,andmostofthemhaveastrongmotivationandpositiveattitudetomasterit.Butinindependentcollege,ontheoralEnglishteachingclass,becauseoftheovernumberofstudents,limitedhours,lackofmultimediaequipment,unpracticalteachingmaterialsandotherreasons,mostteachersarestillusethewayofteachingtheintegratedEnglishcoursetoleadstudentstolearnnewwords,readthedialogues,andpracticewithclassmate.Thestudentsofindependentcollegearemorespecialthanthosewhoareinthenationaltopuniversity.Theynotonlyhavethecontemporarycollegestudents’commonfeatures,buthavemoredistinctiveparticularity.Graspingthecharacteristicsofthesestudentsaccuratelyandusingeffectiveclassroomteachingmethodsandstrategieswilldefinitelyimprovethequalityofthestudenttraininginindependentcollegeandwilldevelopthesocialreputationoftheschool.What’smore,ithasgreatsignificancetomaintainhealthydevelopmentofindependentcollege.Accordingtothecharacteristicsofindependentcollegeanditsstudents,thisthesisdescribestheircurrentsituationoflearningoralEnglishanddiscussestheimportanceoftheoralEnglish.Atlast,thisthesisputsforwardeffectivewaystoimproveoralEnglish.2.TheCharacteristicsofI2.1AnalysisofthecharacteristicsofthestudentsinindependentcollegeSincethe1990softhe20thcentury,manyuniversitiesusetheirownstrengthstocooperatewithenterprisestoproduceanumberofindependentcolleges.TheenrollmentofIndependentCollegesisonthebasisofaunifiedplanenrollmentoftheparticipationinthenationalcollegeentranceexaminationandasthewayofthethirdbatchtoenrollstudentsthroughtheprovincesandcitieswheretheseindependentcollegesarein.Independentcollegeisdifferentfromthenationaltopuniversity.Thegoaloftheindependentcollegeisto"cultivatingtheapplicationoftalents'innovativespiritandpracticalability"whichisdifferentfrompublicuniversitiesandvocationalacademy.However,IndependentCollegesfacingmanydifficulties,bothintermsofhardwareequipmentofteaching,teachingmanagement,curriculumsettingandotheraspectswhichareunsatisfying,suchasthequalityofstudents,andexistabiggapcompareswiththepublicuniversities.Thepowerofteacherqualificationinindependentcollegeisalsoquiteweak.Therearethreemainsourcesoftheteachersinindependentcollege:first,theretiredteachersfromtheparentuniversityoftheindependentcollege,andthispartofteachershaverichteachingexperience.Second,thepart-timeteachersfromtheparentuniversityorotheruniversitiesandinstitutions,andthispartoftheteachersarethemainteachingbodyinindependentcollege.Third,thenewlyundergraduatesrecruitedbytheindependentcollege.Asthepart-timeteacheristhemainteachingbody.Thissituationoffewerteachersdeterminesthetotallackofteachersinindependentcollege.Theteamofteachersisunstableandmostofthemareyoungteachersandretiredteachers,withthefeatureoflackofbackbone.Amongthesedeficiencies,thequalityofstudentsaffectstheteachingefficiencyinparticular.Thestudentsofindependentcollegesaremorespecialamongcollegestudents.Theybothpossesscontemporarycollegestudents’commonfeatures,andmoredistinctiveparticularity.Graspthecharacteristicsofthesestudentsaccuratelyandselecteffectiveclassroomteachingmethodsandstrategiestoimprovingthequalityofthetrainingofthestudentsinindependentcollegesandsocialreputationoftheschools.What’smore,ithasgreatsignificancetopromotethehealthydevelopmentofindependentcolleges.2.2Analysisofthecharacteristicsofthestudentsinindependentcollege2.2.1Thestudentsinindependentcollegesareadmittedfromthethirdbatchofenrollmentofthenationalcollegeentranceexamination.Abouttheadmissionscore,thereisalargegapbetweenthemandthefirstandsecondbatchesstudents.Thebasisoftheirlearningabilityisrelativelypoor,theinitiativeandenthusiasmtolearnisnotsostrongandthewillingtolearnisquiteweak,suchaswordprocessingability,verbalexpression,etc.Alltheseaspectshaveshownanobviousdeficiency.Althoughpartofstudentsinindependentcollegehavehigherconsciousnesstolearn,moststudentsstillhavepoorself-discipline,andpoorstudyhabits.Manystudentsdonotdevelophabitsofactivelearning,attentiontoclassandtimelyreview,extensivereadingandsoon.Alotofstudentsareoffensivetoteachers’assignmentsandclassroomquestions.Thustheimplementationofteachingtothestudentsofindependentcollegesisrelativelydifficult.2.2.2Thenationalcollegeentranceexaminationscoresofthestudentsinindependentcollegearelow.Theycannotlooksquarelyattheirownnationalcollegeentranceexaminationscores.Andtheirmindshaveacertainideologicalinferiorityandhightuitionfeeshavecausedthemacertainamountofpsychologicalpressure.Thustheyoftenlookback,thengeneratenegativesituationofself-pity.Somestudentsarefulloflongingbeforetheyentrancecollege.However,theyarequitedisappointedaftertheydiscoverthemysteriousveilofactualcollegelife.Withthegradualdisappearanceoftheoriginalfreshnessandwithoutthestrictsupervisionofparentsandteachersinhighschoolstage,theirgoalsgoblank,thengeneratepsychologicalgap,andgraduallyloseinterestinlearning.2.2.3Althoughthestudent’slearningabilityinindependentcollegeisnotaswellasthestudent’sintopuniversity，buttheyhavetheirownadvantages.Aconsiderablenumberofstudentscomefromawealthyfamily,andtheyhaveasuperiorlifesincetheirchildhood.Theyalsohavewiderknowledgeabouttheworld.Manystudentshavewiderangeofinterest,andarequitemulti-talented.Studentsinindependentcollegehaveaquickmind,goodatgoingoutofschool.Thustheyhaveastrongabilityofsocialinteractionandadaptation.Manystudentshaveastrongabilityofsocialpracticethattheycanautonomouslyassociatesponsorsforvariouscompetitions,eveningandotheractivitiesatschool,andsuccessfullyobtainfundingtosolvetheactivitiesfundsproblem.2.2.4Thestudentsinindependentcollegehavealargegapattheaspectsoflearningattitude,learningfoundation,learningabilityandfamilyeconomicstatus,etc.Somestudentshavebettergradesinhighschool,butsufferasetbackatthenationalcollegeentranceexamination.Theyappreciatethelearningopportunitiesverymuchafterenteredintocollege.Manyofthemdeterminetotakepartintheentranceexamsforpostgraduateschools.However,someofthemareforcedbytheirparentstogotocollege.Mostofthestudentscomefromafamilywhichhavequitefavorableeconomicconditions,butalsothereareacertainamountofstudentswhoearnalivingbydoingpart-timejobsandhardtopayenoughtuitionfees.Inshort,underthecombinedeffectofvariousfactors,thestudentsformtheirowndistinctivefeatures.Andteachersshouldbegoodatusingavarietyofincentivesduringteachingprocessintheclassroomtomobilizethelearningenthusiasmofthestudents.3.TheImportanceofOralEnglishtoEnglishMajorsinIndependentEnglishistheinternationallanguage.OralEnglishisessentialintheexchangeandcommunicationincontemporarysociety.WhattheEnglishdepartmentcultivatesisthepracticaltalentsofforeignlanguageforthestudentswhocandirectlyservicetooureconomicsociety.MasteringoralEnglishequalstomasteringasurvivalskill.Toacertainextent,theabilityoforalEnglishdeterminesthefutureemploymentanddevelopment.TheleveloftheabilityoforalEnglishimpactsotheraspectsobviously:agoodspeakingability,strongself-confidenceofstudents.Naturally,theywillbeinterestedinEnglishalot,andindirectlyaffectstheabilityofotheraspectsofEnglishlearning,suchasreading,writingandtranslation;Studentswithgoodspeakingabilityaftergraduatehavebroadrangeofemploymentoptions,especiallyinforeigntradecompanies.Underthesituationofstudents’minordifferencesintheirprofessionallearning,companywillgivepriorityconsiderationtothestudentswhomastergoodspeakingEnglish.Thuswecansee,oralEnglishplaysavitalroletoEnglishmajors’Englishlearningandemployment.4.TheSituationofOralEnglishLearningofEnglishMajorsinIndependentCollegeand4.1ThesituationoforalEnglishlearningofEnglishmajorsinindependentcollegeManysurveysofthecurrentsituationoforalEnglishlearningofEnglishmajorsinindependentcollegeshowthatwhattheymostwanttomasterincollegeistheoralEnglishskills,andmostofthemhaveastrongmotivationandpositiveattitudetomasterit.Butinindependentcollege,ontheoralEnglishteachingclass,becauseoftheovernumberofstudents,limitedhours,lackofmultimediaequipment,unpracticalteachingmaterialsandotherreasons,mostteachersarestillusethewayofteachingtheintegratedEnglishcoursetoleadstudentstolearnnewwords,readthedialogues,andpracticewithclassmate.InoralEnglishclass,theforeignteacherusesallEnglishduringclass,butastheEnglishlevelofstudentsislow,theycannotunderstand;andthestudentscannotopentheirmouthtospeakwhenconductingoralcommunication,thusitishardtocontinuetheteaching.Alsostudentscannotadapttoteacher’sallEnglishteaching,cannotcommunicatewiththeteacher.OnceinoralEnglishclass,theywillbeverynervous,afraidoftheteacherraisingquestions,thengenerateanxiouspsychologytolearningEnglish.Furthermore,foralongtime,thecharacteristicsofEnglishteachinginChinaemphasizethepassivewayoflearningtomemorizeandtrainmechanically.Veryfewofstudentscouldthroughtheirownactivitiesandpracticestoconstructanddeveloptheirownknowledge.Studentsunderthelong-termoflearninginsuchapassiveway,seriouslyhindersthephysicalandmentaldevelopmentofthestudentsandaffectstheinterestofstudentsinlearningEnglishwhichmakingEnglishlearningbecomesboringandleadtothestudentslackofenthusiasm,initiativetolearnEnglish.SchoolsdonotrealizetheultimategoaloflearningEnglishistocommunicate,buttomeetthetest.Somestudentscouldgethighmarksoften,butitisdifficulttolethimsayafewwordsinEnglishfluently.4.2Reasons4.2.1Theneglectof“speaking”inEnglishevaluationmechanismAlthoughtheimportanceofEnglishhavebeengraduallyrecognized,allkindsofexaminationsatalllevelsstillpaynoattentiontooraltests,especiallyintoday'scollegeentranceexaminationdoesn’thaveoralEnglishtest.Thissituationisimpossibletofundamentallyshakethedeep-rootedtraditionofthinkinghighlyofreadingandwriting,andneglectingoflisteningandspeaking.Similarly,therearefarmorestudentswhoregardreadingandwritingismoreimportantthanlisteningandspeaking.Majorityofparentsandstudentsthinkthatspeakingisnotsoimportant.ThisisbecausetheperformanceofEnglishisjudgedbythelastexaminationpaper.Thisleadstosomeofteachersarealsoagreeingwiththesameidea,therebyignoringtheusualtrainingoforalEnglish.4.2.2Thestudent’spsychologyofinferiorityandshyness.Mostofthestudentsareanxiousandnervousduringtheoralcommunication,soitiseasytoletthemmakefullofmistakes.Themoremistakestheymakethemorefeelingsofintensionandfeartheyhave.Thenitiseasierforthemtomakemistakes.Finallyformaviciouscircleinwhichstudentsareafraidofopeningmouthtospeak.Thestudentswhoareintrovertedareeasytogeneratepsychologyofinferiority.Theydon’tdaretospeakboldly.Theyareafraidofotherstudents’mockandteachers’criticism.Thus,theleveloftheiroralEnglishissohardtobeimproved.4.2.3Lackofagoodlanguageenvironment.Authenticlanguageenvironmentcanprovidesufficientvividlanguageinput,andourbiggestoralEnglishteachingproblemistheseriouslyinsufficientofEnglishlanguageenvironment.Forvariousreasons,independentcollegeissolackofresourcesofforeignteachersthatthestudentsaredifficulttotouchstudentstheauthenticlanguageinput.Inordertoimprovestudents’oralEnglish,theymustpracticemoreinagoodlanguageenvironment.However,studentsdonotliveintheEnglishlanguageenvironment.Thechancetheymeetaforeignerisveryslim,letalonehaveanopportunityfordialogueswiththem.Evenintheclassroom,ifteacherscannotcreatetherelaxedandpleasantsituationandtheatmosphereandleadthestudentstospeakandpracticeboldly,studentsaredifficultparticipateintoactively.5.TheStrategiesofImprovingEnglishMajors’OralEnglishinIToday,inthepromotionofhumaneeducation,teachersshouldadvancewiththetimes,updateeducationalviewpointsandteachingideas,changethetraditionalteacher’smodelofclassroomteaching,promote"student-centered"newmodelofclassroomteaching,andenhanceandpromotestudent’sabilityofthepracticalapplicationoflanguageskills.So,howcanteachersachievethisgoal?5.1Strengtheningtheteacher-studentinteractioninEnglishclass5.1.1Connotationofteacher-studentiInteractionisthecoreofcommunication.Itistwoortwomorepeople’sexchangeoftheirthoughts,feelingsandperspectiveswhichimpactsonbothparties.Specifically,theteacher-studentinteractioninEnglishclassroomregardsdevelopingandenhancingtheabilityofstudent’stheabilityofstudentscommunicativelanguageasthegoal,andamongstudentsandbetweenstudentsandteachers,formingmutualcooperationandpromotionrelationshipinavarietyofteachingactivitiesinclass,accomplishingspecificlearningtasks,andenhancingandpromotingthepracticalapplicationofthelanguageabilityofstudents.5.1.2Characteristicsofteacher-studentinteraction（i）StudentsasprincipalpartTheteacher-studentinteractioninEnglishclass,studentsbecomearealmasterwhocanplaytheirownautonomy,initiativeandcreativityundertheguidanceofteacherstoacquireknowledgeandcompletelearningtasksintheteacher-studentinteraction。（ii）ThefullparticipationbetweenteachersandstudentsTeacher-studentinteractionincludesthecooperationandexplorationamongstudentsandbetweenteachersandstudents.Theguaranteetocarryoutofteacher-studentinteractionisthatstudentsactivelytaketheinitiativetoparticipateinclassroomteaching.Onlyifthestudentscommunicatewithteachersandclassmatesmore,activelytaketheinitiativetoparticipateinclassroomteaching,cantheystimulatetheinterestofstudentstolearnactivelyandchangethesituationofpassivelearningintoactivelearning.（iii）Teacher-studentrelationshipofdemocracyandharmonyAmericanhumanisticpsychologist,educator,Rogers(1969)thoughtthatthekeytosuccessfulteachingisthesincereunderstandingandtrustbetweenteachersandstudentsandharmoniousandsafeclassroomatmosphere.Teacher-studentinteractioninEnglishclassisaclassthatassociatingcontinuously,interactingactively,andpromotingdemocracypositivelyamongstudentsandbetweenteachersandstudents.5.1.3Thestrategiesofteachingmodelofteacher-studentinteraction（i）EmotionalinteractionbetweenteachersandstudentsWell-knownforeignlanguageexpertsH.H.Stem(1980)said:"Emotionsontheroleofforeignlanguagelearningatleastasimportantascognitiveskills,evenmoreimportant."ChinesemoderneducationistMr.Xia(2004)said:"Withoutlove,thereisnoeducation."DespitetheoverallpoorfoundationofEnglishlearningofEnglishmajorsinindependentcollege,butmoststudentshavethecharacteristicsofactivethinking,openmind,enthusiasmandemotionaltrait.ThesestudentsinEnglishlanguagelearningrelyheavilyontheteacherandhavethedesiretolearnEnglishwell.Psychologicalresearchshowsthattheefficiencyoflearningnotonlyinvolvessomeobjectivefactors,suchasthelearningenvironment,theirowntalent,teachinglevelofteachers,butalsotheemotionalfactorsofstudents.Thestatementsandactionsofteacherdirectlyaffectstudent’semotion,andstudent’semotionhasadirectimpactonhisinterestinlearning,learningattitudeandeffect,andonlyunderthepositiveaffirmationofemotioncanstimulatestudent’slearninginterest.FamousAmericaneducatorLindgren(1983)said:"thedeepemotionbetweenteachersandstudentsisthepremisetodoagoodjobinteaching.Teacherwhodoesn’tlovehisorherstudentswillneverbecomeanexcellentteacher,aclasswithoutemotionisanunsuccessfullesson."Therefore,teachermusthavecertainofappetencyandmakestudentsfeeltheirteacher’scareandlovetothemduringclassroomteaching.InEnglishteachingclassroom,teachersshouldtrytothroughthefriendlyexpressionandkindwordstoencouragestudents.Forthecorrectanswerofstudent,teachershoulduse"Good","Great","Welldone","Goodjob""Youareclever",etc.togivepraise,encouragementandrecognitiontostudents,sothatstudentswillhaveasenseofaccomplishment.（ii）CarryingoutvariousclassroomactivitiesTheformofclassroomactivitiesisvarious,suchasgroupdiscussions,role-playing,gamesandsoon.Toachieveteacher-studentinteraction,classroomactivitiesmustfollowtheprincipleoftwo-wayormulti-waycommunicationbetweenteachersandstudents.Forexample,thetraditionalwayofteachingEnglishvocabularyinclassisteachersleadthestudentstoreadwordsfirst,andthenexplainthemeaningandusage.Theprocessofinformationflowisfromteachertostudentwhichisone-way,withoutinteractionbetweenteachersandstudentsandamongstudents.Studentsareoftenpassivetoacceptalongwitharidity,boredomtired,poorlearningoutcome.5.2CreatingrelaxedandpleasantcontextfororalEnglishtrainingTheadvocatorofthethoughtofcommunicativeteachingAll-Wright(1972)thoughtthatsuccessoflanguagelearningliesinletstudentsinacontextthatneedstargetlanguagecommunication,sothatdeveloptheabilityofstudentstomakejudgmentwhethertheformoflanguageisappropriateornotandtheabilitytocombinecontextforunderstandingtheformandmeaningoflanguage.However,theopportunityofstudentstoexposetorealsituationofEnglishcommunicationisverylimited,andtheenvironmentoftheirlanguagelearningandacquisitionismainlyinclassroom.Atpresent,themajoritiesofEnglishteachingintheclassroomarestillthekindofapen,abook,ateachingplanthatlacksoftheatmosphereandoccasionwhichcanmakethestudentscreatetheusageofthetargetlanguage.ThepracticeoforalEnglishisoftenthemechanicalpracticethatundertheteacher'scontrolwhichlacksofthemeaningfulexchangeonideology,informationandemotionamongstudentsandbetweenteachersandstudents.Basingonthesecircumstances,ifnomeasuresaretakentoremedy,notonlyaffecttheraisethelevelofthestudentsoralEnglish,andonceformanegativemindandbecomeapsychologicalobstacle,willaffectthestudent'soralcommunication,workandlifeinthefuture.CreatingrelaxedandharmoniousenvironmentforOralEnglishTraininginEnglishteachingandovercomestudent’sfeartospeak,canbeconducivetoimprovethestudent’sabilityoforalexpression.Duringtheactualtrainingprocessshouldbenotedthefollowings:5.2.1StrengtheningtheemotionaleducationbetweenteachersandstudentstoeliminatepsychologicalbarriersandgraspthescaleofFamouspsychologistLoschiLffer(1989)said:studentsandadultsareeasiertobesuppressedthanchildrenintheusageofforeignlanguagefortheyareafraidbeingridiculousormakingmistakes.Forthisreasons,manystudentsdonotwanttoanddonotdaretoopenmouthtospeakinEnglishclass.Ifthingsgoonlikethis,therewillbefewerandfeweropportunitiesfortalking,andverbalabilityisgettingworse.Therefore,teacherswhobearthebruntofthetaskistohelpstudentstoovercomepsychologicalbarriers,suchasthefearofdifficulty,andguidethemtoadvancedespitedifficulties.Atthesametime,teachershouldguidethestudentstorealizethenecessityandimportanceofbeingabletospeakEnglishwellsothattostimulatestudent’slearninginterest.GermaneducatorDiesterweg(2001)said:"Theartofeducationisnotpassonknowledge,buttoinspire,awakenandencouragethestudents".Therefore,itcanbeseenthatteachingevaluationplaysanimportantroleintheteachingprocess.EnglishTeachingEvaluationreferstothebehaviorofteacherwhomakecommentonthestudentsinlearningofEnglishlanguageandrecognizes,incentivesthemfortheperformanceofparticipatinginclassroomactivities,andprovidesnecessaryerrorcorrectionorguidanceduringtheprocessofteachingintheclassroom.AppropriateandeffectiveevaluationofclassroomteachingcanhelpteacherstoinspirestudentstolearnEnglishandcontinuetheinterestandenthusiasmforlearning.Ifstudentsreceiveapositiveevaluationinthestudy,thenhisintrinsicvalueistoberecognizedbytheoutsideworld.Theneedsoflearningachievementwillbemetwiththeenhancementofself-esteemandself-confidencethatwillfeelthecomfortofaself-fulfilling,followedbytheimprovementoftheinitiativeoflearningEnglishgraduallyaswellasarousetheneedforhigherlevel.Conversely,ifthestudentsreceivetoomuchnegativeevaluationitwillhaveanegativeimpact.Somestudents,particularlystudentswithlowerscoreswillresultinreversepsychology,withconfidencedecrease.Therefore,evaluationofEnglishteachinginclassinindependentcollegeshouldkeeptothefollowingtwoprinciples:(a)Combinationofroutineevaluationandperiodicevaluation.ThewholefoundationofEnglishofindependentcollegestudentsispoor,whichmeansthesestudentshavemoreroomforimprovement.Teachingintheclassroom,teachersshouldproceedfromreality,andaskforspecificrequesttospecificpeople.(b)Combinationofknowledgeevaluationandcapacityevaluation.Inindependentcollege,teacherscannotonlyjudgetheleveloflearningEnglishofstudentsbyscore,butcombinewithknowledgeevaluationandcapacityevaluation,andtofocusmoreontheevaluationofstudent’sability.5.2.2TakingfulluseoftheCreatinggoodlanguagesituationrequiresteacherstoteachinitandstudentstolearninit.Thedesignofsituationsshouldclosetoreallifeandtothepurposeofcommunication,sothatstudentscanreallyfeelthemdissolveintotherole.Imitatetherealsceneandclosetothereallifeallowsstudentswithafeelingtoexpresswhattheywanttosay,therebyinspiretheirdynamictoparticipateinrealcommunicativeactivities.Inthiskindoforalpracticeactivity,studentscanclearlyfeelthepracticalityandnecessityoflanguagelearning,andfirmtheneedtoimproveoralEnglish.Thefollowingsummar