从学生的访谈，在低意愿的学生交流英语的原因主要包括学生英语水平有限的语言能力，英语毕业论文，学生，教师，课堂气氛和应试教育的负面评价的作用。
1 Introduction引言
1.1 Background of the present research当前探讨背景
近年来，英语论文范文，越来越多的语言探讨者和教师已经认识到语言交流的重要性。交际语言教学（CLT）是20世纪50年代和20世纪60年代（江泾阳，2017:8）。In recent years, more and more language researchers and teachers have beenaware of the importance of language communication. Communicative languageteaching (CLT) came being between the 1950s and 1960s (Jiang Jingyang, 2017:8). As an approach to the teaching of second and foreign languages, CLT emphasizesinteraction as both the means and the ultimate goal of learning a language. It advocatesfocus on the use of the language and the “real-life” communication (Jiang Jingyang,2017: 8). English, as a foreign language, has been taught as a compulsory subject for along time throughout China. The population of Chinese English learners is the largest.The teaching methodology has shifted the grammar translation method to thecommunicative language teaching approach for many years in China. However,Chinese learners have made little process in the communicative ability. It is generallyacknowledged that many Chinese students are good at grammar-d written tests butpoor in real-life communication in English. This is mainly due to the lack of learners’willingness to communicate (WTC) (Wen & Clement, 2017).Communication is the important goal of learning language. In the process of thelanguage learning, the ultimate goal should be to create all kinds of opportunities toarouse students’ willingness to communicate (WTC). Any teaching plan that can’tfoster students’ WTC is a failure (Maclntyre et al. 1998). Thus many researchers andeducators have begun to concern and study learners’ WTC.The study on WTC originally appeared in relation to the first language (L1)communication. Then the study on WTC was extended the second or foreignlanguage (L2) communication. In previous studies, researchers have explored manyfactors influencing learners’ WTC in L2. Maclntyre and Charos’ (1996) model of L2WTC presented perceived L2 competence, L2 anxiety and motivation affected directlyL2 WTC. Maclntyre et al. (1998) put forward a heuristic model of L2 WTC, in whichsocietal and individual context, affective-cognitive context, motivational propensities,situated antecedents and so on influenced L2 WTC. Wen and Clement (2017), studyingon WTC in the Chinese context, showed a Chinese conceptualization of WTC d onthe Maclntyre et al.’s (1998) heuristic model of WTC. They gave account of the socialpsychological, communicative and linguistic variables affecting learners’ WTC in theChinese ting (p.18).
1.2 Purpose of the study探讨目的
Jiang (2017) argued that Chinese learners have an imbalanced ability in listening,speaking, reading and writing. Learners are usually better at reading and listening thanspeaking and writing. As for speaking and writing, speaking is indisputably the moredifficult skill for learners to learn (p.1). In China, English is a foreign language, so theclassroom is the main important place in which learners learn English. In vocationalcolleges, most English teachers teach non-English majors’ English with traditionalapproaches. There are at least 40 students in each class. An exam at the end of thesemester is considered to be one of the most important means to test students’ learningability.
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