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nd environment. In communication, apart from the actual words, speakers can vary the intonation and stress. This helps them to show which part of what they are saying is most important. By varying the pitch and intonation in their voice, they can clearly convey their attitude to what they are saying, too. They can indicate interest or lack of it. At any point in a speech event, speakers can rephrase what they are saying. They can speed up or slow down what they Teaching of Oral Class lnteraction are saying. This will often be done in response to the feedback they are getting from the listeners who will show through a variety of gestures, expressions and interruptions that they do wot understand. And in face to face interaction the speaker can use a whole range of facial expressions, gestures and general body language to help to convey the message. Thus, in oral class, it is essential for the teacher to remind students of observing and using non-verbal behavior. CHAPTER FOUR Creating Communicative Environment Based on the goal of English Syllabus for English majors at the foundation stage and the content of language teaching in oral class, it is suitable to apply communicative approach to the teaching of oral classroom interaction. A crucial feature of communicative approach is that it operates with stretches of language above the sentence level, it operates with real language in real situations. To cultivate students' communicative competence, first of a11, it is extremely necessary for teachers to create a communicative atmosphere for students to interact. 4.1 Teacher Talk and Learner Output Taking CLT as a methodological娜dance, the teaching process can be conducted communicatively rather than by means of traditional, mechanical imitation and cramming, for the aim in oral class teaching is to develop students' communicative competence. To create a communicative setting in oral class, first, it is no doubt that the teacher should try every effort to speak English himself. Second, it is necessary for the teacher to create a communicative atmosphere fpr learners to interact. Third, the teacher should provide more chances for students to interact in class. Teacher talk plays a fatal part in students' language learning and acquisition. Therefore, to make teacher talk more effective, teacher talk should focus on quality rather than quantity. However, in the present classroom teaching, teacher talk is only limited to questions and answers, and these questions and answers are convergent but not divergent. Such classroom interaction plays a passive role in negotiation of meaning. This will limit the communicative interaction. Thus, to create a communicative environment, there is need to explore the roles of teacher and learners in language teaching. 4.1.1 The Role of Teacher In traditional language teaching, the teacher acts as controller of the textbook. He is the source of all input to learners. He prepares the text carefully in order to be able to explain the structure and the meaning of the vocabulary items. The teacher organizes the practice exercises, ensures that o吻ut is accurate and is supposed to know the answers to any grammar or vocabulary questions that the learners might ask. The teacher provides stimulus to which students should provide the correct response, when responses are correct, the teacher rewards learners with praise; when incorrect, the teacher corrects them. The