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e," it intends to express that teachers should make effort to create communicative activities for learners to practice using language so as to grasp it. Second, "give the learners frequent opportunities to interact each other and with the teacher" suggests that the teacher should focus on learner-centered method in class to create a communicative and productive setting for learners. Third, to interact "in `natural' situation" reminds the teacher of the importance of cultural and pragmatic language use in various situations. These three points are fatally si娜ficant in oral class teaching. Aiming at these three objectives in oral class will no doubt lead to cultivating competent language learners. Just as what Littlewood (1981:1) states, "One of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language." Howatt proposes a "strong" and "weak" version of communicative language teaching. Strong version advances the claim that "language is acquired through communication, so that it is not merely a question of activating an existing but inert knowledge of the language, but of stimulating the development of the language system itself." It entails "using English to learn it." The weak version "stresses the importance of providing learners with opportunities to use English for communicative purposes and, characteristically, attempts to integrate such activities into a wider program of language teaching." It refers to "learning to, use English" (in Richards&Rodgers, 1986: 66). In oral class, both the strong version and weak version can be adopted and applied to train learners' communicative competence. Teaching Strategies of oral Class Interaction 3.2.1 Fluency and Accuracy The problem of fluency and accuracy has been discussed over and again in language teaching, since English teaching in China has long been influenced by the traditional method. Grammar-Translation Method and Audiolingual Methods both emphasize the accuracy of language form. They think once bad (or incorrect) language habit is formed, it is hard to correct. From the perspective of psychology,伽se .in favor of communicative approach think that emphasis on accuracy will prevent students from learning English actively. They think error is unavoidable, fluency should be over accuracy. "Errors of form are tolerated and are seen as natural outcome of the development of communicative skills" (Larsen-Freeman, 19$6: 135). As far as the students' oral proficiency is concerned, in oral class, effective and successful communication is sought with fluency and acceptable language as the primary goal while accuracy is judged not in abstract but in context, situations is the basic premise of activities. "Teachers should accept that learners will make errors when speaking freely. If teachers want learners to be willing to experiment with spoken language, they should not interrupt them to correct their errors., If teachers do constantly correct learners' errors while they are speaking, the teachers are likely to create anxiety. Such anxiety is likely to lead to more rather than fewer errors." (Wedel&Liu Runqing, 1995: 122), Surely, this does not mean that teachers should entirely ignore the errors made by students. While students are using the language, teachers should listen to the errors they made and note down any made by a nur}.ber of studen