OnExtra-curricularActivitiesandCultivationof
EnglishCommunicativeAbilityofCollegeStudents
Applicant：XX
Supervisor：XX
Faculty：XXX
May10，2008
XXXUniversity
Contents
摘要i
Abstractii
1.Introduction1
1.1TheSignificanceofTopic1
1.2ResearchMethods1
2.TheoryResearch1
2.1LinguisticsRationale1
2.1.1TheoryofCommunicativeCompetencebyD.H.Hymes1
2.1.2TheoryofCommunicativeCompetencebyCanale&Swain2
2.1.3TheoryofCommunicativeCompetencebyBachman2
2.2TheoreticalBasisoftheTopic2
2.2.1Piaget'sTheory2
2.2.2AmericanScholar--AlanAndean&Weirabout“RolePlay”3
2.3RelatedStudies3
2.3.1ResearchesAbroad3
2.3.2ResearchesinChina3
3.PresentationoftheEnglishTeaching4
3.1TheDrawbacksofTraditionalTeachingMethods4
3.2ModernInterestTeaching——CLT4
3.2.1DefinitionofCLT4
3.2.2TheContentandSubstanceofCLT5
3.2.3CLTintheUseofEnglishOut-of-classActivities6
4.Out-of-classActivitiesandCultivationofCommunicationAbility6
4.1TheRoleofOut-of-classActivitiesinTrainingofCommunicationAbility6
4.2CurrentSituationofCollegeStudents’Out-of-classLearning7
4.3AnalysisontheCausesforProblems8
4.4CarryingOuttheOut-of-classActivitiesinScientificandEffectiveWay9
4.5ASuggestedFrameworkforStrategyStudy11
4.5.1Introduction11
4.5.2AnOut-of-classEnglishLearningCenter11
5.Conclusion12
Bibliography14
摘要
美国社会语言学家DwellHymes认为，交际能力不仅包括对一种语言的语言形式的理解和掌握，而且还包括对在何时何地、以什么方式对谁恰当使用语言形式进行交际的知识体系的理解和掌握。作为课堂的延伸和补充，课外活动在提高大学生英语交际能力方面起着至关重要的作用。课外活动能创造交际活动情境，使学生充分发挥主体性、能动性和创造性，促使学生语言交际能力的和谐发展和学生素质的全面提高。本文从应用语言学的角度探讨大学生英语课外活动课程的实施理念与实践，其目的是培养学生运用英语交际的兴趣，提高英语语言能力，发挥个性特长，发展思维能力和交际能力。最后根据研究，本文提出旨在培养优化大学生课外学习的策略，并提出了建立课外英语学习中心的设想，用以配合策略培训，促进课外自主学习。
关键词：大学生交际能力英语课外活动学习策略
Abstract
AmericansocietylinguistDwellHymesthinks：Communicativecompetencenotonlyincludestheunderstandingandgrasptoaformoflanguage，butalsoincludestheunderstandingandmasteringinwhenandwhere，andhowandtowhomtouselanguageappropriateformofthecommunicationsystemsofknowledge.Asanextensionoftheclassroom，out-of-classactivitiesplayavitalroleinimprovingthecapacityofcollegeEnglishcommunication.Itcancreatecommunicationsituation，sothatstudentscanbringfullplaywithinitiativeandcreativity.Improvethecommunicativeabilityanddevelopthequalityofthestudentscomprehensively.FromtheperspectiveofAppliedLinguistics，thisessaytriestostudytheideaandpracticeofEnglishactivitycourseincollegeschool，forthepurposeoffosteringstudents’interestinEnglishcommunication，improvingtheirEnglishlanguageability，givingfullplaytotheirindividualityandspecialtyanddevelopingtheirthinkingabilityandcommunicatingability.Finally，inordertoimprovethecollegestudents'learningstrategy，theessaywillprovideasuggestedframeworkforstrategytrainingbasedontheresultsofthisinvestigation.
Keywords：collegestudents，communicativecompetence，learningstrategies，out-of-classactivities
1.Introduction
1.1TheSignificanceofTopic
Englishistheinternationallanguageofthecommon.Inordertolearnadvancedscientificknowledgeinthedevelopedcountries，tostrengtheneconomictradewithallcountries，theimportanceofEnglishiseasilyobvious.However，theteachingmethodsandteachingeffectivenessofourschoolsinChinaareworrisome.IntherecentyearspeopleusuallythinktheEnglishconditionofChinesestudentsas“muteEnglish”or“deafEnglish”.TheirEnglishlearningstartsfromtheprimaryschool，withalongperiodofsevenyears，eightyears，oreven10years，theystillcannotuseEnglishtomakedialogue，cannotunderstandwhentheBritainandtheAmericansspeak.Thereasonisthattheexam-orientededucationcancultivatestudentswhoareonlygoodatexaminations，overlookingtoraisetheiroverallquality.Out-of-classEnglishlearningmayenablethemrelatedknowledge，furthertheirskills.
1.2ResearchMethods
Themainmethodsforthestudyareinsistingoncombiningthetheorywithpracticeandwidelyreferringtothedomesticandforeignliteraturematerial.Onthebasisofthisanalysisandresearch，someregularunderstandingsaretobesummarized.Putforwardproposalstoimprove.
2.TheoryResearch
2.1LinguisticsRationale
2.1.1TheoryofCommunicativeCompetencebyD.H.Hymes
In1972，Hymesdeliveredaspeechentitled“Oncommunicativecompetence”，put“communicativecompetence”asahighlycomplexsystemoftheknowledgeandskills.Itcanbesummarizedasaperson’sabilitytousethelanguage.Itmainlyincludesfouraspects：grammaticality，acceptability，appropriate，andactualoperational.Thecommunicativecompetenceisincludingaperson'slanguageknowledge，societyculturalknowledge，literaryknowledge，cognitivecapacity，emotionfactorandotherknowledge.Therefore，foreignlanguageteaching'sdutycannotmerelyconfinetotheinstructionoflanguageknowledge.His“Oncommunicativecompetence”theoryhasprovidedthetheorybasisforcommunicativelanguageteaching.
2.1.2TheoryofCommunicativeCompetencebyCanale&Swain
Inthe1980s，KanamiandSwindontheoryofcommunicativeabilityenrichedthetheoryofHymes.Theythinkthatcommunicationcapabilitiesinclude：Grammarability，sociallanguageskills，discoursecompetenceandstrategyability.Thepracticehasprovedthattheirtheoryistheguidingofthelanguageteachingandstandardofthetestingprogrammatic.
2.1.3TheoryofCommunicativeCompetencebyBachman
Onthebasisofvarioustheories，Bachmanconcludedandproposedthetheoryofcommunicativelanguageability.Hebelievesthatcommunicativelanguageabilityiscomposedofthreeparts：languagecompetence，strategyabilityandpsychologicalmechanismcapacity.Apartfromenrichingexpositionofthelanguageability，thestrategywillbeinthecapacityasanindependentpartofthelanguageskills.Andexplaintherelativeimportanceofimplementationfactor.
2.2TheoreticalBasisoftheTopic
2.2.1Piaget'sTheory
Constructivistlearningconceptproposedthatknowledgeisnotsimplytobetaughtbyteachers，buttobelearnedbyeachstudentinacertainsituation(socialandculturalbackground).Studentscanobtainknowledgeandinformationbymakinguseofotherpeople，usingthenecessarylearningmaterialsthroughinterpersonalcooperation，andtakingtheinitiativetoconstructmeaning.Therefore，the"situation"，"collaboration"and"conversation"and"constructingmeaning"arethefourelementsinthelearningenvironment.
2.2.2AmericanScholar--AlanAndean&Weirabout“RolePlay”
“Roleplay”teachingmodelwillsimulatetheprocessofcontactbetweenmembersofthesociety.Studentsthroughthewayofconsultation，studyeachkindofacademicknowledge，inorderthattheycansolvethesocialproblemeffectivelyinthefuture.
2.3RelatedStudies
2.3.1ResearchesAbroad
Theoverseasstudiesonout-of-classactivitiesmaytracetothePlatoandRousseautime.PlatoistherenownedphilosopherinancientGreece.Headvocates“thechildplay-ground”educationalmode.Thatistheprototypeofextra-curricularactivities.BythetimeofFrenchEnlightenmentandRousseau(18thcentury)，"directexperience"hasreceivedwideacceptance.Rousseaustressed"outsideworldwithoutbooks，nomaterialsotherthanthefacts"，andadvocated"natural"modeofeducation.TotheUnitedStatesinthe19thcentury，thefirstschoolintheworldwhichuseactivitycurriculumtheoryasteachingguidance---Dewey'sChicagoexperimentalschool，hasfounded.With1896---1903DeweyChicagoexperimentalcoursesinschoolactivitiestheUnitedStatesbegantocriticizethetraditionalcourses.Insteadofitaretheout-of-classeducationalactivities.Theseactivitycoursesarebasedonthepragmatism，lastedmorethan50yearsinAmericanschools，andtheiraffectsareprofoundandwidespread.
2.3.2ResearchesinChina
Inourcountry，nomatterwhatstage，thesecourseshavedifferentnames，forexample，out-of-classactivities，thesecondclassroom，classactivities，integratedsocialpracticeandsoon.Theprocessofchangesiscloselyrelatedtoourtheoreticalstudycourses.Inhistory，thedevelopmentofactivitycoursesiscloselyrelatedtheprogressandreformandguidingrulesofthegovernment.
3.PresentationoftheEnglishTeaching
3.1TheDrawbacksofTraditionalTeachingMethods
ReviewingthetraditionalEnglishteachingmethod，inthepastdecadeswehaveindeedmadetheverybigprogress.Butwithsocialprogressanddevelopment，itsshortcomingsarealsoincreasinglyrevealed.
First，becausetheChinesetestsystemisimperfect，thetraditionalEnglishteachingmethodisjustanexamination-orientededucationmodel.Inthisteaching，evaluationofEnglishlevelistoseethescores.Thiscausesmanystudentstogetahighscore，buttheycannotcommunicatewithpeopleusingEnglish.Secondly，inthetraditionalEnglishteaching，teacheristheleader，takesthemostimportantpartintheclassroom.Theteacherstandsontheplatformproposingthequestions，analyzingandexplainingthem，graspingtheentireteachingprocess.Andthestudentisjustpassiveaudience，understandsthecontentpassively，andrecordsthemassivenotes.Suchteachingmethoddoesnothaveinteraction；hardlytrainstudent’scommunicativeabilityandlanguageability.Third，inteaching，tostresstheaccuracyofknowledge，teachersusuallyuseChinesetoexplain.
SostudentshaveverylittleopportunitytocommunicateusingEnglish.Obviously，thetraditionalEnglishteachingisknowledge-based.Comparedwiththelanguageplasticfunction，itpaysmoreattentiontotheformoflanguageandthegrammaticalfunction，ratherthanraisesthecommunicationandutilizationabilityofit.
3.2ModernInterestTeaching——CLT
3.2.1DefinitionofCLT
Thecontentofcommunicativelanguageteachingismainlyonthelanguagefunctions.Emphasiscarriesonlanguageteachingintherealscene，advocatingteachingprocesstosocialization，andcultivatingtheabilityofapplication，studyingforthepurposeofapplication.Whileprominentcommunicativelanguageteaching，auxiliarybysomegrammar，translation，sentenceandsoon，isbasedonthegoaltopromotetheculturelanguagecommunicativecompetence.
Thecoreofcommunicativelanguageteachingistoputtheteachingprocessasaprocessofcommunication.Thebasicprinciplesofteachingmaybesummarized：
Thelanguageistheinformationcarrier，isthetoolofcommunications.Thelanguageteachingmustrealizecommunicationthrougheachkindofactivities.
Languageutilization'ssmoothnessismoreimportantthanaccuracy.Makingmistakeisnaturalandinevitable；wemaycorrectthemgraduallyinthelearningprocess.
Studentsshouldtakethemainpartinteachingprocess.Theteachermuststimulatethestudents'enthusiasmandinitiativeparticipation；makestudentsenhancecommunicationabilityinthelanguageutilization.Communicativelanguageteachingadvocatedthefullyparticipationofthestudents.Teacher'sdutyistoprovideandcreatetherealhumanrelationsscene，enablestudentstoutilizethelanguagefreelyandinitiatively.
3.2.2TheContentandSubstanceofCLT
Thepurposeofthecommunicativelanguageteachingistocultivatestudents'communicationability.It’stheheuristicmethodofteaching.InducethestudentstospeakEnglishboldly.Provideasmuchaspossibledrillopportunitiesforstudents.ButitdoesnotmeanthatthecommunicativelanguageteachingonlypaysgreatattentiontotheoralEnglish，repellingthegrammarteaching.Thecultivationofcommunicationcapabilityshouldmanifestintheformoffouraspectsoflistening，speaking，readingandwriting.Indeed，incommunicativelanguageteaching，someteacherspursuethespokenlanguagesimply，nomatterwhetherthestudentscanfollowandunderstandornot.Asaresultthemajorityofstudentsonlylearnsomespokenlanguages，buttheknowledgestudyisnotsolid，andpolarizationappearsobviously.Thisindicatesthattheseteachersdonotunderstandthecommunicativelanguageteachingrightlyandcompletely.
Intheteaching，listening，speaking，reading，writingisinalienableandrelatedclosely.Theyareinteractivewitheachother.Theteachershouldhelpstudentgetknowledge，ratherthaninstillitintothestudents.Therehavebeeninteractionsbetweenteachersandstudents.Theyshouldcoordinateclosely，completetheinstructiontogether.
3.2.3CLTintheUseofEnglishOut-of-classActivities
Accordingtostudents'majorcharacterandemploymentneed，makesurestudent'sunderstandingdomain，emotiondomainandskilldomain，andthencarryonthegoalstipulationindetail.Arrangetheout-of-classactivitiescontent，thusestablishEnglishout-of-classactivitiestargetsystem.Andtheprocessofteachingistheprocessinwhichteachersandstudentsinteractwitheachother.Theteachershouldgivestudentsenoughfreespacetodisplay，donotcriticizethemeagerly，pointoutmistakes，makethesummaryordecidetheanswer.Thismayavoidstudentsbeingdiscouraged，butcausethemtohavethesenseofachievement，formtheinterestsinthecommunicativeactivities.Theexpressionofstudentsislimited；teachersshouldadoptvariousmeanstoenablestudentstohavesufficientinformationadded，andquicklychangeintoactualcommunicationability.Inaddition，thedesignofEnglishout-of-classactivitiesisdiversified.Itcanmaketeacherstoteachthroughplaying，causethestudenttobecomethetrulyindependentlearnergradually.
4.Out-of-classActivitiesandCultivationofCommunicationAbility
4.1TheRoleofOut-of-classActivitiesinTrainingofCommunicationAbility
Out-of-classactivitiesareaneffectivewaytodevelopcommunicativecompetence.Theclassroominstructionandtheout-of-classactivitiesaretwoimportantconstituentsintheforeignlanguageteachingsystem.Theforeignlanguageclassroominstructionisthebasicteachingform，playstheleadingrole.However，itisundeniablethatout-of-classactivitiesplayanactiveroleincultivatingcommunicativeability.Itcanconsolidateandstrengthentheclassroomknowledge，sothattheknowledgecanbeimprovedfurtherthroughout-of-classactivities.Thethemeofextra-curricularactivitiescanbecombinedwithclassroomteaching.Theyinfiltratemutually，theglossaryisrelatedtoclassroomsubject，thesentenceandlanguagesynthesisutilizationabilitywhichcouldbeimprovedgraduallyinthepracticeofout-of-classactivities.
Thegoalofforeignlanguageextra-curricularactivitiesisjusttoenhancetheabilityofstudents'languagecommunication.Thesehottopicsoflifeaswellasvariouspractices，withtherealnaturallanguageenvironment，couldarousestudents'studyenthusiasmanddisplaytheirintelligence.LetstudentsstudyandconsolidateEnglishineachkindofactivities，enhancetheirforeignlanguagecommunicationskills.
4.2CurrentSituationofCollegeStudents’Out-of-classLearning
Asweknow，Englishlearningisnotrestrictedinclass，andout-of-classlearningisalsoaveryimportantpart.Especiallyforcollegestudents，theirclasstimeisverylimited，sotheirEnglishlearninghastodependontheirout-of-classlearning.AspointedoutbyprofessorZhe，fromBeijingUniversity，thereareonly288classperiodsforcollegestudents，whilelanguagelearningisarduouswork.Classtimeisverylimited，soweshouldteachstudentshowtolearnEnglishratherthanteachEnglish.Asweknow，toagreatextent，theirEnglishproficiencydependsontheirownlearning.Comparedwithin-classlearning，out-of-classlearningisparticularlyimportant.Ithasitsuniqueadvantages：first，thereisplentyofsparetimetoexploitforlearners，whichisthecrucialconditionforsuccessfullearning；second，out-of-classlearningcanprovidelearnersrealworldpractice.Additionally，theycanhelplearnersbroadentheirscopeofvisionandcultivatetheirlearningability.Butforalongtime，influencedbyourtraditionalteachingandlearning，collegestudents’out-of-classlearningisfarfrombeingsatisfactory.Thedisorderedphenomenainlearningareveryserious，exactly，mostcollegestudentsjustlearnEnglishblindlyaccordingtotheirowninterests，lackingsystematicallearningplan.Especially，forthefreshmenandsecond-yearstudents，theyareoftenfreeatbeginningandbusywhenanexaminationiscoming，sotheirout-of-classlearningisoftenatwillandloose.Thatistosaytheyhavenogoals，nodirectionsandnomanagement.Theyoftenfeelnothingtodoordon’tknowhowtodo.What’smore，mostofthemareusedtodependingontheteachersandthetextbooksandnotaccustomedtothelearningsituationwithouthomework.
Ontheotherhand，toourdisappointment，facingthisserioussituation，thecollegesandtheteachersdon’tcarryouteffectivemeasurestoorganizeanddirectthestudents’out-of-classlearning.ThephenomenabecomeabigbarrierforlearnerstopromotetheirEnglishproficiency.Thereforenow，changingthisunfavorablesituationbecomesanurgenttask.
4.3AnalysisontheCausesforProblems
Afteryouhavelearnedthecurrentsituationofthecollegestudents’out-of-classlearning，Ithinkyoucan’thelpaskingwhatthecauseforthisserioussituationis.Ofcause，thereasonsarevarious.Takingthecollegestudents’featuresofout-of-classlearningintoconsideration，wefindthatthebasiccauseisthestudents’previousEnglishlearningexperience.
Beforethesestudentscametocollege，theyhadsixorsevenyearsofEnglishlearning.ThislearningexperiencehaslaidstronginfluenceontheircurrentcollegeEnglishlearning.Theteachersnearlydominateeveryaspectofthelearners’learning，includingtheirout-of-classlearning，andthestudentsseldomgettherealindependentout-of-classlearning，mostoftheout-of-classlearningisdevotedtohomeworkorothertasksrequiredbytheteachers.Inlearning，thelearnersareusuallyledbytheirteachersanddon’thavetodecidehowlongtheyshouldlearnandwhatmaterialstheyshouldchoose.Gradually，thelearnersbegantodependontheteachersforeverythinginlearning；asaresult，studentshavelongbeenaccustomedtolearndependently.Theytendtodependononeortwobooksandtheteachers，whiletheyarenotawareofthecrucialroleofthemselves.Inherently，thiskindoflearningexperienceleadstothelackofthelearningstrategies.
Wefindthatthestudentsareexactlylackingthreegroupsoflearningstrategies.First，theydonothavethenecessarymeta-cognitivestrategies，sotheyjustblindlylearnaccordingtotheirinterests.Thesituationinevitablyleadstonoplans，nogoalsandnodirections.Thatiswhymanystudentsclaimthattheygetusedtoconstantcompulsion，supervisionandassignmentdeadlines，fortheyfeelunabletotimetablethemselvesandtakeresponsibilityfortheirownlearningifnooneforcesthem.Second，theyhavenoappropriatecognitivestrategiestoapproachtheirspecificlanguagelearningandtosolvethespecificproblemsinlearning.Asaresult，eventhoughsomestudentsshowtheiroppositiontodependingontheteachers；theyareatalossonhowtodealwiththem，whenlackingtheappropriatecognitivestrategies.Thesameistruefortheirsocialaffectivestrategies.Inaword，thelackofstrategiesgetsitswaytotheirdependentlanguagelearning.
4.4CarryingOuttheOut-of-classActivitiesinScientificandEffectiveWay
Howtocarryouttheout-of-classactivitiesscientificallyandeffectively？Ithinkwehavetopayattentiontothefollowingthreeaspects：
First，thesocializationoftheactivitycourses.Orallanguageistheface-to-facecommunication，soinformationinteractionisveryimportant.Studentsandteachers(orstudents)talkaboutthesociallifewhichcloselyrelatedtothehotissues.Thesetopicsoftencanleadtogreatinterestinstudents，suchas：lovevalues，theprosandconsofcomputersandtelevision，populationgrowth，fakeandshoddy，consumption，theincreaseoftuition，familyrelations，andsomeplanofthefuture.Weareverysensitivetothesetopics.Sotheyoftentalkaboutthemwithhighlyinterest，andthelanguageisrich.Itisofpracticalsignificanceforstudentstostudyforeignlanguagecommunication.Teachersalsocanorganizethelanguagepractice，forexample：weekendexcursions，shopping，picnics，andsoon，organizingstudentstolistenEnglishnews，watchingfilms，videosandtelevision，becausethesemodernmediacanprovidestandardEnglishandlotsofwesterncultural.Simultaneouslytheycanmobilizestudentstousetheirowneyesandears.Inaddition，theorganizationofspecializedforeignlanguageactivitiesisaprettygoodchoiceforstudentswithvariousformsofEnglishreadingcontest，speechcontest，Englishcorner，extra-curricularstudygroup，Englishtheatricalperformances，foreignlanguagebroadcasts…GivestudentsaenvironmentwhichcanhelpthemtostudyEnglish.EnablestudentstoconsolidateEnglishinavarietyofactivitiesandenhancetheforeignlanguagecommunicationskills.
Secondly，therealityoftheactivitiescourses.Languageisthecarrierofculture.Inacertainsense，tolearnalanguageistolearnanotherculture.AspointedoutbyBrown："Whenyouteachalanguage，youhavetotransferacomplexculture，practices，values，andwaysofthinking，emotionalandbehavioralsystems."Thisiswhytodayforeignlanguageteachingespeciallyfocusesonculturalawarenesstraining.Thesignificanceofintroducingtherealtextis：makingstudentscontactwithforeignculturedirectly，trainingstudent’sculturalawareness；requiringthestudentstoparticipateinthemeaningfulcommunicationinthewayoflearningmothertongue，notonlydisplayingthegrammarorglossaryknowledge.Inaddition，thedesignoflearningtasksshouldprovideclearandreallanguageinformation，sothatstudentscanstudyEnglishinanatural，authenticcontext，masterthelanguageapplied.Out-of-classactivitiesshouldbelookedasthesameastheactivitiesinthereallife.Wemustcreateanenvironmentsimilartorealsociety；cultivatestudents'abilitytouseEnglishinworkandinthereallife.
Thirdly，thehumanityofactivitycourses.Out-of-classactivitiesaretheexchangesofemotions，ideas，andinformationbetweenteachersandstudents.Itisatwo-wayexchangeofteachersandstudentsasalinkingbridge.Theteachercounselsstudenttoinquesttheteachingprocess，givesbacktothestudentsinclass.Theconsciousnessofthestudentsarefullyrespectedandstrengthened.That’sforlayingafoundationofcultivatingself-confidence，developingindividualpotentialanddisplayingcreativethinking.Theroleofteachersinextra-curricularactivitiespracticeshouldbeencouragedasparticipantsandcollaborators.Thedominantpositionintheout-of–classactivitiesisstudents；theyshouldplaythemainrole.Becausethestudentscarryontheactivityundertheactivelearningcondition.Beingfreefromclassroomenvironment，teacherandtime，mentalityofstudentswillalwaysbeinstablecondition，fullofimaginations.Theynolongerfeelthatlearningforeignlanguagesistheresultoftheimpositionoftheoutsideworld.Therefore，theinitiativewillbeenhancedgreatlywithenthusiasticunprecedentedupsurge，andEnglishstudyisnolongeraburdenbutapleasure.
4.5ASuggestedFrameworkforStrategyStudy
4.5.1Introduction
Aspointedoutabove，noempiricalevidencehasyetbeenprovidedtodeterminethebestmethodforconductingstrategytraining，butatleastthreeaspectsofthetraininghavebeenidentified.Theyhavebeendesigned1)toraisestudents’awarenessastothepurposeandrationaleofstrategyuse.2)togivestudentsopportunitiestopracticethestrategiesthattheyarebeingtaught.3)tohelpstudentsunderstandhowtousethestrategiesinnewlearningcontexts.Thesethreecomponentsarenecessaryforeachapproachinconductingstrategytraining.
4.5.2AnOut-of-classEnglishLearningCenter
Afteryouknowstrategytrainingprobably.Inordertoimproveout-of-classlearning，Ihaveasuggestionindetail.
Accordingtotheoriesonsecondlanguagelearningacquisition，languagelearningenvironmentiscrucialforcollegestudents’Englishlearning，especially，fortheirout-of-classlearning.Throughinvestigation，wefindthatonlyasmallpercentageofthe400participantsreadEnglishnewspapersregularly，orwatchEnglishprogramonTV，orlistentoEnglish；mostoftheparticipantsareonlyusedtoreadingEnglishbooksbythemselvesratherthanresortingtootherwaysofimprovingtheirEnglishproficiency.Throughindividualinterviews，wefindtworeasonsforthisresult：oneisthatcollegesdon’tprovidelearnerswithappropriateout-of-classlearningenvironment；theotheristhatmostlearnersfeelthattheylackproperlearningatmosphere，learningfacilities，learningresources，andnecessaryguidanceandtechnicalsupportfromteachersorprofessionalsintheirout-of-classlearning.ThisiswhymanylearnersfeelthattheysimplydonotseemtoknowwhattodowiththeirfreetimetoexploittheEnglishenvironment.Infact，thecollegestudent’sfailureinout-of-classlearningcanbeattributedtwoaspects：oneisthelackoflearningstrategies；theotheristhelackofnecessaryenvironment.
Fromthepointsmentionedabove，wecansummarizethatlanguagelearningenvironmentandlearningstrategiesarethetwofactors，whichinfluencecollegestudents’out-of-classlearning.Althoughinmostcollegesoruniversities，facilitiesavailableincludemultimediarooms，videoroomsandcomputernetwork，ontheonehand，thesefacilitiesarefarfrombeingenough，what’smore，theyaremostlyusedforteachingandnotopenforout-of-classlearning；inaword，allthesefacilitieslackefficiency.
Basedonthediscussionabove，Ihaveproposedtosetupaflexibleself-accesslanguagelearningcenterwhichwillgivestudentsfreeaccesstoavarietyoflanguagelearningandprovidenecessaryguidanceandtechnicalsupport.Thecenteraimsatintroducingstudentstoindependentlearningstrategiesandcreatingallkindsofopportunitiestohelpthemusethesestrategies，andlearningconditionsforlearners.
Inthiscenter，materialsareorganizedandcataloguedtofacilitateindividualizedchoices.Thelearningresourcesincludebooks，magazines，newspapers，worksheets，audioandvideotapes，discsandmulti-mediasoftwarepackageandonlineresources.Thusintheirsparetime，thecollegestudentswillbeabletousethematerialsattheirownlevelandpace，andtoworkatatimeconvenienttothem.Apartfromprovidingresourcesandfacilities，someprofessionalstaffisneededinthiscenter，becauseself-accesslearningisnewtothestudents，andthelearnersneedcertainhelpandsupport.Whentheyexposetoit，theywillencountersomeproblems，suchastechnicaldifficulties，methodproblemsandsoon.Thereforetheyneedallkindsofhelportechnicalsupporttoexploitthiscenter.
5.Conclusion
Thispaperhashighlightedtheimportanceofcultivatingcommunicativeabilityinout-of-classEnglishlearning.Forthistopic，foreignscholarshavemadelotsofresearchesrelated.Withthedevelopmentofsociety，raisingstudent'sspokenEnglishintheout-of-classactivitybecomesoneeffectivestudymethodgradually.Withalonghistory，itismorewidelyrespectedinourmoderntime.Buttherearestillalotofpeoplewhodonotunderstandthetruemeaningofit，sotheycannotapplyitfullyintheactualteachingandlearning.Inordertoprovidesomesolutionfortheproblemsexistinginthecollegestudents’out-of-classlearning，anout-of-classEnglishlearningcenterisdesignedtoprovidelearnerswithstrategytraining.
Inshort，thetheoryandpracticehaveprovedthattheout-of-classEnglishactivitiescanstimulatethecuriosityandinterestinstudy，trainingstudents’languageskills，thinkingability，theabilitytoinnovate，andautonomousself-learningability，aswellascommunicationandcooperationcapacity.
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