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ress themselves through the target language. We should therefore avoid becoming over-critical of the learners' performance. We should try our efforts to create space for each individual to express himself, and work to produce a relaxed classroom atmosphere with co-operative relationships. Researchers such as Carroll (1963), Gardner (1976) and Naiman (1978) have done some research on the effects of anxiety. Scovel (1978) divides anxiety into two sorts: facilitating anxiety and debilitating anxiety. As far as the effects of anxiety on learners' production are concerned, the writer of this paper will mainly focus on the environmental anxiety caused by error or mistake correction. From the perspective of CLT, the aim of oral class is to encourage learners to speak freely in activities. The focus at this time should be on fluency. One the one hand, the teacher's error correction may interrupt learners' communication, it may break down learners' thought. This will surely make the learners feel nervous and anxious. One the other hand, error correction is of no benefit to create a safe classroom environment. When the teacher correct a learner's error or mistake, this might make other learners feel cautious, anxious. This will influence the classroom interaction, causing negative effect. As Brown (1994: 220) says that giving too much attention to learners mistakes or errors may led to learners to stop their going-on communication. It may make learners feel hopeless and disappointed with their communication since they make so many mistakes. Hendrickson, following Birckbichler (1977) suggests that, in general, error correction should be limited to "manipulative grammar practice", the teacher should be tolerated to learners' error during communicative practice (in Krashen, 1987: 117). In fact, when learners are encouraged to communicate and make themselves understood without undue concern for correctness, mistakes are seen as good. Jerry Lynch (1988) says that growth involves taking risks. People who never take risks never make mistakes, but it is through mistakes that we learn. "We learn from our mistakes. So many of us feel that we can and should perform Teaching Strategies of Oral Class Interaction perfectly the first time we attempt a challenge. This is totally irrational…expectation.… Mistakes are= a crucial aspect to any process of growth anct development. Studies indicate that highly successful, creative people have a higher than ordinary tolerance for errors, mistakes, and failures. They are willing to learn their setbacks…”• As a language teacher, one thing he must realise is that: a learner who makes mistakes because he is trying to do something he has not been told or shown how to do, or which he has not yet risastered, he is not really making mistakes at ail. Trying to express something one is not quite sure how to say is a vital feature of using a foreign language, few learners ever reach the stage of total fluency and accuracy in every situation, and it is often necessary to make use of whatever resources one can find. Niggling criticism of what the learners produce will ultimately destroy their confidence to use the language. So we cari see th}.t, it is important to create a pleasant; relaxed classroom atmosphere to lower leanness' anxiety in communication. It is also irr}portant to respect the learners and recognize that they are doing their best. Our feelings