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This thesis is pided into six parts. The first and second parts are introduction and literature review respectively. The third part is the discussion of current situation of oral English teaching and studying in junior middle school from the perspective of teaching and studying. Reasons for students’ difficulty in improving oral English are analyzed next. Part Five plays a crucial role in this thesis. The author mainly discusses the strategies for improving junior middle school students’ oral English. Five strategies are put forward. The last part is the conclusion, which summarizes the whole study. 源]自=751-·论~文"网·www.751com.cn/
2. Literature Review
Speaking is one of main language output skills. American linguist Krashen put forward the Second Language Acquisition Theory in the 1980s, which attracted much attention in both linguistic field and language teaching circle (Krashen, 1981: 55).
Effected by Krashen’s input hypothesis, English teaching focused on the language input at that time. Teachers had stressed students’ listening, reading, but ignored the language output for a long time.