Empirical Proof Research On The Factors Influencing Oral Output Of College Students Of Non-English Majors

It is urgent to improve college students'capability of practical application of English for the demands of the deeper development of our economy and culture. Teaching Requirement of College English Curriculum (proposed) in 2004 points out that the aim of college English teaching is to cultivate college students'capability of integrative application of English, especially listening and speaking ,and enable them to effectively exchange information in English, both spoken and written, in their future professions and social life. It is a significant variation in the direction of China's college English teaching. Nowadays, many colleges are feeling their ways to improve non-English major college students'spoken English competence.Based on Zhejiang GongShang University's reform of four years in college English teaching that interactions between English dormitory and classroom oral activities develop students'spoken English, the author attempts to develop a qualitative research on the main factors influencing oral output of college students of non-English majors on the basis of ex post facto research and ethnographic research. Its steps are the following: Firstly, ten students are chosen at random from ten successful and unsuccessful oral output classes to finish the questionnaires and to be interviewed according to their performance in final oral tests of three terms; Secondly, a systematic questionnaire is designed which is mainly based on learners'attitudes and actions and academic environment and so on; Thirdly, four successful and unsuccessful ones'classroom oral activities and teachers'teaching methods are observed in class. Comparatively speaking, the main factors influencing oral output of college students of non-English majors lie in the following aspects:1)Vocabulary is the biggest obstacle to oral practise;2)Nearly all the college students of non-English majors have not developed their English ways of thinking when preparing for oral topics;3)The amount of time spent on English learning and oral practise is the key factor influencing the improvement of oral competence;3) college students in unsuccessful spoken English classes have more anxiety and self-inhibition .Finally, the author puts forward some advice for the problems in the process of oral teaching. For example, the core of the improvement of college students'oral competence is how to keep arousing students'interest; the improvement of college students'oral competence rests with both oral output and English input; the cultivation of college students'oral competence should be characterized by systematization and integration, etc.