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aching by changing their roles into guider, facilitator or monitor. In addition, therequirement of TBLT for teachers to use real materials and to design a variety ofactivities also drives the teachers to make self-improvement in their teaching abilitiesand skills. On the other hand, the students will certainly get more from Task-basedLanguage Teaching. Firstly, the learners’ oral English competence would be greatlyimproved because TBLT offers many opportunities for learners to use language for realcommunication rather than just practicing certain language items. Secondly, TBLT is alsohelpful to improve students’ motivation, their confidence and their interest in oralEnglish learning. Thus, TBLT seems more beneficial than other teaching methods fororal English teaching. Consequently, TBLT is adopted in this study for oral Englishteaching. (Xu, 2004)The Reason for applying action researchAs we all know, teachers and students are usually the subjects of professionalresearchers in education. Even though the teachers should accept the suggestions andinstructions from experts, the research results sometimes can not be applied by teachersto solve all the problems that they may encounter in their teaching.Theory comes from practice and goes back to practice for testing. Action research isa kind of practical research method that meets the needs of specific situations. It providesthe opportunities to the teachers to put theories into existing problems in their teachingpractice. Through self-reflection, self-education and self-improvement in a practicalteaching situation, it not only improves the teachers’ understanding of educationaltheories but also promotes the students’ learning efficiency and their enthusiasm oflearning.As an English teacher in Wuhan International Trade College , the author finds thatwhat troubles teachers most in teaching English is that most of the students do notparticipate in class activities actively. Most of the students just listen to their teacherspassively and do not participate in the classroom activities, and then they lose interest inlearning English gradually. As a result, they can not express themselves freely in simpleEnglish even after nearly 10 years’ English learning. Considering the problems, an actionresearch project was carried out in the author’s English class. Through this actionresearch, the author hoped to develop both her professional teaching skills and improvethe students’ oral English proficiency.Action research, like any other problem-solving process, is a continuing creativeactivity that gives us surprises along the way. As Lytle, S.L., & Cochran-Smith, M. (1990)said action research is a “wonderfully uncomfortable” place to be-once we start ourjourney of investigation, there is no way to know ahead of time where we will end up.Action research focuses on the problems that are encountered by the teachers and theresearch results can be directly applied by the teachers to improve their teaching abilities.As long as we have a try, we will have a great surprise.In order improve students’ ability of English speaking and raise their interest inlearning English effectively, there should be a corresponding change in the foreignlanguage teaching method.

1.3 Significance of the present study目前研究的意义
The present study is an action research on oral English training among 36second-year environmental engineering majors in Wuhan International Trade College. Asfar as voc本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。