| It is believed that students, and particularly students in developing countries, who have received several years of formal English teaching, frequently remain deficient in the ability to actually use the language, and to understand its use in normal communication, whether in the spoken or the written mode.Owing to teachers'shortage of impartment and guidance on communication strategy employment, most learners become passive and less competent in addressing all kinds of communication breakdowns. Therefore, this thesis aims to make a preliminary attempt on how to take the training practice of communication strategies in college English teaching, and consequently improve learners'communication competence.This thesis makes a brief survey on non-English college learners, and finds out that: 1) The mojority of college students are frequently employing communicative strategies in communication, but few know how to consciouly employ it especially when encountering barriers in the process of communicating. 2) The majority of college students frequently employ the reduction strategy, but not the achievement strategy. And most college students'language degree is in a negative proprotion to their frequency of achievement strategy employment. 3) The majority of college students are aware that there is enormous necessity and feasibility of communication strategies in classroom teaching.The focus of this thesis is to make a preliminary exploration on how to implement communication strategies in classroom teaching: 1) Offering a new understanding of teaching model"LLL"rather than"TTT". 2) Furthermore, in combination with the tast-centered teaching approach, fostering students'metacommunicative awareness and establishing their confidence in participating in classroom activities, increasing various training forms, and exploiting their leisure time and dorm time to reinforce their practice. It is always expected that this thesis can be constructive in one aspect or two.
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