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ctives into consideration, we will find that CLT methodology may be suitable to be applied in oral classroom interaction, because CLT Teaching Strategies of Oral Class gives more attention to supplying learners opportunities to practice using English through interaction. 5.2.1 The Relationship between TTT and STT In most cases, the teacher does most of the talking in English language teaching. On the one hand, teacher's talking acts as an important source of the input for the learners. On the other hand, too much talking of the teacher will certainly reduce the amount of time provided for the students. In formal instruction, the teacher attempts to affect the course of learning mainly妙such means as controlling the learners' exposure to the language; making them become aware of significant features and patterns; providing opportunities for practicing the language; ensuring that learners receive feedback about their performance. These steps to some extent are necessary and helpful. However, the key point for the teacher to remember is that communicative competence of the learners is not gained mainly through instruction, it is gained mainly through communication and through practicing using the target language. Since in oral class, the teacher's major role is a "facilitator of learning". He should make efforts to create . a communicative and productive environment for the students to use language. The more opportunities the learners can get to communicate, the more competent they will become. In the limited time allocated, student-talking time plays a key role because it indicates the opportunities the learners can get and extent to which the learners engage in communication. In a word, too much teacher talking time will decrease student talking time. To train learners' communicative competence, to involve their participation in interaction, it is the teacher's major responsibility to offer them more opportunities to interact in class. As Harmer says, "we cannot teach students everything so we have to train them to teach themselves" (1992: 37). Learners.can learn to swim only when they are put in water. 5.2.2 Encouraging Students Involvement To create a productive setting for learners to acquire language, first of all, it is necessary to produce a pleasant, cheerful and relaxed classroom atmosphere. In such an environment, students may have low anxiety, good self confidence and high motivation. According to Krashen's (1987) Affective Filter hypothesis, a learner who is tense, angry, anxious or bored will screen out input, making it unavailable for acquisition. Thus, depending on the learners' state of mind or disposition, the filter limits what is attended to and what is acquired. The filter will be `up' or operating when the learner is stressed, self- Chapter Five Creating a Productive Environment in Oral Class Interaction 37 conscious. It will be `down' when the learner is relaxed and motivated. It seems likely that success in acquisition and production may in itself contribute to lowered affective filter. A low or weak affective filter allows the input to be taken in. The Affective Filter hypothesis implies that the teacher should create a situation that encourages a low filter. The effective language teacher is someone who can provide input and make it comprehensible in low anxiety situation. In the classroom, anxiety can hinder learning and learners' reluctance to exp