Teaching Spoken English by Films 英语论文文献综述
spokenEnglishteaching中学英语论文
如何更好的进行英语口语教学徐奇（江西省丰城市孺子学校）【摘要】随着世界政治和经济的发展，作为国际沟通主要工具之一的英语，其重要性日渐突出。
广大中学生口语能力的提高成为现在中学英语教学中亟需加强的课题，而现行中学英语口语教学模式制约了英语口语教学水平的提高，本文结合笔者教学实践，提出以学生的学习兴趣为出发点，着重从挖掘学生学习词汇的兴奋点、提高口语表达的趣味性等方面着手，探究提高学生英语口语能力的有效途径。
在新课改的理念的知道下，提高学生口语能力，是提高学生口语能力，是中学英语教学中亟需加强的课题。
交流是人们学习隐喻的重要目的之一，好多英语教师对口语交际课不知如何下手，往往是让学生学生先看活动的提示，选一个自己合适的话题，想一想说什么，想好了，同桌互说，小组内说，然后小组内选出一两个说得好的学生面向全班说。
看似全面开花地使每个学生都有了“说”的机会，但仔细想想这样做真的达到“交际”的要求了吗？在这样看似热闹的口语交际课，表面上教师是让每个学生都有了“说”的机会，但更多的只是让学生有独自表白的机会，并没有让学生们“交际”起来。
很多学生在英语学习过程中所进行的都是以应试为主的英语学习，能够运用英语口语进行交流的学生却很少；而欲推进中学口语教学质量的稳步提升，有赖于教学关系、教学理念、教学主体、教学资源、技术支撑等多个方面的全面重建与完善。
因此，英语教师应该在日常英语教学中选择符合中学生心里特点的学习资源来辅助教学，以激发学生们学习英语的兴趣，英语教师通过游戏教学，使学生快速掌握所学词汇；通过角色扮演，编演故事等新颖的教学形式，培养学生们用英语会话交流的能力，提高学生们综合运用语言的能力。
以此促进英语口语教学的健康搞笑发展。
新课标指出口语教学的目标是：“在各种交际活动中，学会倾听、表达与交流、初步学会文明和谐地进行人际沟通和社会交往，发展合作精神。
”怎样才能让学生学会文明和谐地进行人际沟通呢？在认真反思了当前英语口语教学的现状后，我觉得更应该从以下几点入手：一、鼓励学生词汇量的突破，为口语的顺利表达奠定基础许多学生在口语表达中，由于词汇匮乏而不能将自己的意思表达清楚，这就会影响学生的口语表达积极性。
（英语毕业论文）字幕翻译和译制片翻译策略和接受度比较——以《唐..
Analysis on the Picaresque Elements in The Adventures of Huckleberry Finn 美国人对枪支管制的态度的文化根源试析《傲慢与偏见》中的书信《呼啸山庄》和《远离尘嚣》中女主人公的女性意识的对比埃德娜：一个孤独的女战士——解读凯特肖邦的《觉醒》英语委婉语的内涵《双城记》中的人道主义凯特肖邦小说《觉醒》中的超验主义思想分析《老人与海》的生态批评分析李清照词英译研究对《德伯家的苔丝》苔丝的悲剧分析中文标语翻译的语用学视角Harmony is Everything: an Ecological Analysis of The Grapes of Wrath浅析哈克贝利的叛逆精神从跨文化角度看文化空缺翻译中英文旅游广告语言特点对比研究中英文化差异与翻译策略中式菜谱的翻译论小说《看不见的人》中的象征主义从存在主义的角度分析怀特的《夏洛的网》中美企业并购中的文化整合分析浅谈马克吐温《哈克贝利费恩历险记》中的地方特色哈利·波特系列成功的原因功能对等理论透视下的影视片名翻译汉语公示语的英译图式理论在高中英语阅读课堂的运用对《儿子与情人》中女性形象的分析从言语拒绝策略看中西方面子简奥斯汀作品中的讽刺和说教主义《哈姆雷特》中奥菲利亚的悲剧——悲剧分析及造成悲剧命运的原因浅析新闻英语中模糊语言的运用从《嘉莉妹妹》看现代女性的自我实现目的论指导下的广告意译从英汉动物成语比较中英文化差异“In”与“Out”的认知解读An Analysis of the Religious Elements in Robinson Crusoe对《别对我说谎》中非言语因素的分析中西广告语言中的文化差异从功能对等理论看字幕翻译《瓦尔登湖》中寂寞观的超验主义分析觉醒的女性意识：《嘉莉妹妹》中女性主义分析莎士比亚电影和爱情阻力：以《罗密欧与朱丽叶》为例《玻璃动物园》中的逃避主义解读体态语在英语课堂教学中的运用研究浅析《儿子与情人》中的象征意蕴谈英语文学作品名称的汉译从叶芝的诗歌看象征主义的发展The Proper Application of Body Language in Middle-School English Teaching英汉关于“愤怒”隐喻的分析从《老友记》探究美国的个人主义价值观Sexism in English Language中美文学作品中乌鸦意象的对比——以爱伦坡“乌鸦”与唐诗宋词为例英语专业学生词汇学习策略特点研究浅析《巴黎圣母院》中的美与丑伊恩麦克尤恩《时间中的孩子》中斯蒂芬的心理创伤和恢复分析英语国家姓氏文化研究汉语中叠词的英译策略海明威短篇小说的叙述艺术－－以《一个明亮干净的地方》为例《呼啸山庄》和《暮色》系列的对比研究：《呼啸山庄》再次热销引发的思考英语基本味觉词“甜/苦”的隐喻机制浅析“欧亨利式结尾”在其小说中的主题揭示《诗经》中隐喻翻译的研究从文体学角度分析《海狼》两个译本A Study on Cultural Shock in Intercultural Communication商务英语函电的语言和文体特征及其翻译浅析哈代的悲观主义哲学对徐志摩诗歌创作之影响《缅湖重游》之语义分析浅析《最蓝的眼睛》中的创伤和治愈暗喻的英汉对比翻译游戏在初中英语教学中的作用交际法在大学英语教学中的现状探究跨文化视域中的英汉动物隐喻比较研究英汉白色词的文化象征意义及翻译礼貌策略的英汉对比研究—以《傲慢与偏见》及其译本为例跨文化交际中的移情及其能力的培养伍尔夫的悲剧—电影《时时刻刻》观后Sister Carrie：a Girl with Ascending but Unfulfilled Desires大学英语课堂教学师生互动建构浅析从《嘉莉妹妹》看本性与理性的斗争浅析隐藏在“面纱”之后的伯莎梅森跨文化视角视阈下英语电影片名的翻译研究试析英汉颜色习语折射出的中西文化异同从女性主义视角分析《贵妇画像》中女主人公伊莎贝尔的选择威廉福克纳小说中的女性形象分析－－以《献给艾米丽的一朵玫瑰花》和《夕阳》为例试论金融英语词汇的特点与翻译A Comparison of the English Color TermsOn Virginia Woolf’s Feminism in A Room of One’s Own建构主义学习理论在中学英语教学中的应用澳洲土著语言的演变及原因模糊数词在英语习语中的构成形式及其修辞功能当代中美青年恭维言语行为对比研究《傲慢与偏见》中金钱与婚姻的关系从《推手》看中美文化差异对家庭关系的影响欧亨利《最后一片叶子》解读从自然主义视角审视《嘉莉妹妹》中小人物嘉莉的命运抗争与幻灭从生态女性主义的角度解读《喜福会》分析《威尼斯商人》中的女性形象《玻璃动物园》中的逃避主义解读Growing Pains: An Analysis of the Hero in Catcher in the Rye英语新闻标题的语言特点分析Application of Cooperative Principles in the Study of Intercultural Business Negotiation论劳伦斯《儿子与情人》中瓦尔特莫雷尔悲剧的成因Cultural Conno tation of ―Red‖ in Chinese and English《人鼠之间》中两主人公乔治和雷尼的对比分析概念隐喻视角下看莎士比亚十四行诗An Analysis of Communicative Language Teaching Method in Teaching Spoken English in China 从《肖申克的救赎》看美国的个人英雄主义姚木兰和郝思嘉的女性意识对比分析翻译腔成因浅探《荆棘鸟》中主要女主人公爱情观比较The Symbolic Meanings of Colours in The Great Gatsby国际商务函电的礼貌原则研究电影《阿甘正传》影视分析中美家庭教育文化对比及其根源分析浅析礼貌原则在跨文化交际中的体现Comparison and Translation of Chinese and English Tourism Texts浅析《傲慢与偏见》中的几种婚姻模式跨文化交际中恭维语的语用失误及其文化透视从《生活大爆炸》分析幽默字幕的翻译功能对等理论在英语习语翻译中的应用The differences on advertising translations under the Chinese and Western cultures元认知策略对英语写作的影响从精神分析角度看《宠儿》中塞斯的内心世界——黑人民族精神重塑《玻璃动物园》中的逃避主义解读毛姆《月亮与六便士》中斯特里克兰德的梦想A Comparison of the English Color Terms英语专业听力课程教学效率的调查与分析论爱伦坡的恐怖小说创作及其特点解析《诺桑觉寺》中凯瑟琳的自我成长杰克伦敦《野性的呼唤》中的自然主义分析浅析美国俚语及其折射出的美国亚文化现象《宠儿》中黑人女性的自我意识《厄舍古屋之倒塌》的主题及其象征意义的分析浅谈简奥斯丁《劝导》的反讽艺术大学英语电影教学现状及对策分析论《第二十二条军规》中漫画式的艺术魅力中英谚语体现的东西方价值观的差异如何降低英语专业学生课堂焦虑从文化差异透视女性的不同命运—薛宝钗与韩美兰对比研究从成长小说角度解读《马丁伊登》英文电影片名汉译的创造性叛逆原则英语中的汉语词汇《红楼梦》中文化词的翻译通过政治和日常生活看邪恶的慈禧太后Current Status of Adverse Drug Reaction Monitoring System in China从文化差异角度论商标词的翻译从功能对等角度看英语动物习语的翻译作者菲茨杰拉德在《了不起的盖茨比》中所表现的双重人格相似的母爱，不同的表达——对比研究《黑孩子》和《宠儿》中的母亲形象《梁山伯与祝英台》和《罗密欧与朱丽叶》之东西方爱情比较On House’s Model for Translation Quality Assessment——A Case Study of Li Mi’s Chen Q ing BiaoSaussure’s Five Contributions to Linguistic Study and Its Modern Applications如何培养大学生英语阅读理解技能How to Arouse the Students’Interests in English Learning从语言的角度分析《麦田里的守望者》中霍尔顿的儿童形象浅析《麦田守望者》主人公霍尔顿A Tentative Analysis of the Reasons for McDonald’s S uccess做最好的自己—论斯佳丽形象对现代女性的教育意义中西方酒类广告的文化互文性研究苔丝悲剧原因探究商务谈判中幽默语的运用《鲁滨逊漂流记》中鲁滨逊的资产阶级特征从接受美学角度看中英旅游文本的翻译商务英语谈判的翻译技巧《宠儿》中塞丝的性格特征分析从跨文化角度看中西方商务交际的差异论翻译的艺术论《永别了，武器》中战争对人物的影响提高初中生阅读能力的研究浅析英语歧义句的成因及消除浅析小学汉英双语教学简爱性格研究《苔丝》与《嘉莉妹妹》中女主角的对比分析从认知隐喻角度看英语商标翻译从归化异化角度浅析《三字经》两个英译版本观春潮：浅析“戏仿”背后海明威性格阴暗面从商业性角度论电影名称的翻译孤独的神秘与永恒的自由追求——解读《法国中尉的女人》从功能对等视角分析诗歌中动物文化负载词的英译策略浅析英语委婉语功能存在主义与海明威的“硬汉形象”Thackeray’s Ambivalent Attitude towards the Women in V anity Fair汽车广告中的双关研究:关联理论视角浅析托尔金在《魔戒》中的创作特色《女勇士》中的华裔女性形象浅析女性社会价值的深情呼唤—小说《到灯塔去》中拉姆齐夫人和莉丽人物形象的对比研究论AIDA模式在大众汽车英文广告中的语言体现中英新闻标题的差异及翻译方法从关联理论视角看美国动画电影的字幕翻译－－以《冰河世纪》系列为例To Obey or Rebel –A Study of Female Characters in Moment in Peking从模糊语分析广告语从托妮莫里森透析世纪黑人民族意识演变浅谈导游词翻译中英谚语的文化差异与翻译浅析《远大前程》中皮普的个人抱负与自我完善浅谈《圣经》故事与英语学习。
英语作文教外国人学英语
英语作文教外国人学英语Teaching English to Foreigners。
English is one of the most widely spoken languages in the world, and it is also the most commonly learned second language. For foreigners who are looking to improve their English skills, there are a variety of methods and resources available to help them achieve their goal.One of the most effective ways to learn English is through immersion. This involves surrounding oneself with the language by living in an English-speaking country, watching English-language television shows and movies, and listening to English music. Immersion allows learners to pick up on the nuances of the language and improve their speaking and listening skills quickly.Another popular method for learning English is through online resources. There are a plethora of websites, apps, and online courses available that cater to learners of alllevels. These resources often include interactive exercises, videos, and audio clips that help learners practice their reading, writing, speaking, and listening skills.In addition to online resources, many foreigners choose to take English classes at language schools or institutes. These classes are typically taught by experiencedinstructors who can provide personalized feedback and guidance to help students improve their English skills. Some language schools also offer specialized courses for business English, academic English, or exam preparation.For those who prefer a more informal approach tolearning English, language exchange programs can be a great option. These programs pair learners with native English speakers who are looking to learn the foreigner's native language. This allows both parties to practice their language skills in a real-world setting and learn from each other.Overall, there are countless ways for foreigners tolearn English, and the key is to find a method that worksbest for their individual learning style. Whether through immersion, online resources, language classes, or language exchange programs, with dedication and practice, anyone can improve their English skills and become fluent in the language.。
用歌曲形式教学英语作文
用歌曲形式教学英语作文Teaching English Composition Through Songs。
Teaching English composition can be a challenging task, especially when it comes to engaging students and keeping them motivated. One innovative approach that has gained popularity in recent years is using songs as a teaching tool. Songs are not only enjoyable and easy to remember, but they also provide a unique way to learn new vocabulary, grammar, and writing skills. In this essay, we will explore the benefits of using songs to teach English composition and provide some examples of how this approach can be effectively implemented in the classroom.One of the main advantages of using songs to teach English composition is that they can help students improve their vocabulary and pronunciation. Songs are filled with rich and diverse language that can expose students to new words and phrases in a fun and engaging way. By listening to and singing along with songs, students can learn how topronounce words correctly and improve their overall language skills. Additionally, songs often use repetitive lyrics and catchy melodies, which can help students remember vocabulary more easily and reinforce their learning.Another benefit of using songs to teach English composition is that they can help students understand grammar concepts in context. Many songs contain examples of grammar structures such as verb tenses, prepositions, and conjunctions, which can be difficult for students to grasp through traditional methods. By analyzing the lyrics of songs, students can see how these grammar structures are used in real-life situations and practice applying them in their own writing. This can help students develop a deeper understanding of grammar rules and improve their writing skills.In addition to vocabulary and grammar, songs can also be used to teach students about different writing styles and techniques. Many songs tell a story or convey a message through their lyrics, which can inspire students to thinkcreatively and express themselves through writing. By analyzing the themes, imagery, and metaphors in songs, students can learn how to use these literary devices in their own compositions and develop their own unique writing style. Songs can also serve as a source of inspiration for students, sparking their creativity and helping them overcome writer's block.To effectively incorporate songs into the English composition curriculum, teachers can use a variety of strategies and activities. For example, teachers can start by selecting songs that are appropriate for the students' language level and interests. They can then createlistening and comprehension activities based on the lyrics of the songs, such as filling in the blanks, matching words with their meanings, or discussing the themes of the songs. Teachers can also encourage students to write their own lyrics or compose their own songs, allowing them topractice their writing skills in a creative and engaging way.Overall, using songs to teach English composition canbe a highly effective and enjoyable approach for both teachers and students. Songs offer a unique way to learn vocabulary, grammar, and writing skills, while also providing inspiration and motivation for students to express themselves through writing. By incorporating songs into the curriculum and designing engaging activities around them, teachers can help students improve their English composition skills and develop a love for writing. So let's sing our way to better English composition!。
英文发声方法作文初中
英文发声方法作文初中Speaking in English is an important skill to have, especially in today's globalized world. There are several methods to improve your English speaking skills, such as practicing with native speakers, watching English movies and TV shows, and listening to English music.One effective way to practice speaking in English is by finding a language exchange partner. This could be someone who is learning your native language, so you can help each other improve by speaking in your respective languages.Another method is to immerse yourself in the language by watching English movies and TV shows. This can help you pick up on the natural flow of conversation and improve your pronunciation and vocabulary.Listening to English music is also a fun way to improve your English speaking skills. You can sing along to the lyrics and practice your pronunciation while enjoying yourfavorite songs.In addition to these methods, it's important topractice speaking English as much as possible. Don't be afraid to make mistakes, as they are a natural part of the learning process. The more you practice, the more confident you will become in speaking English.。
口语教学的英文作文
口语教学的英文作文1. Well, teaching spoken English is all about practice, practice, and more practice. You gotta speak it to get better at it, you know what I mean?2. So, like, when you're learning English, don't be afraid to make mistakes. It's all part of the process, and the more you practice, the more confident you'll become.3. One thing that really helps is finding a language partner to practice with. It's way more fun to learn with someone else, and you can help each other improve your speaking skills.4. Another tip is to listen to native English speakers as much as possible. Whether it's watching movies,listening to music, or tuning into podcasts, immersing yourself in the language will really help you pick up on natural speech patterns.5. And don't forget to pay attention to your pronunciation. Practice those tricky sounds, like the "th" sound or the difference between "v" and "w." The more you work on it, the more natural you'll sound.6. Finally, don't be afraid to speak up in class or in conversation. The more you practice speaking, the more comfortable you'll become with the language. So, go ahead, speak up and show off your English skills!。
英语课堂使用母语教学作文
英语课堂使用母语教学作文The use of the mother tongue in the English classroom is a topic that has been debated by language educators for many years. On one side, there are those who believe that the exclusive use of the target language, in this case English, is the most effective way to help students develop their language skills. The argument is that immersion in the language is crucial for acquisition and that any use of the first language (L1) will hinder the learning process. On the other hand, there are those who believe that the strategic and judicious use of the L1 can actually facilitate language learning and should not be completely avoided in the English classroom.One of the main arguments in favor of using the mother tongue in the English classroom is that it can help reduce student anxiety and create a more comfortable learning environment. Many students, especially beginners, may feel overwhelmed and intimidated when they are forced to communicate solely in a language they are still struggling to master. Being able to occasionally use their native language can help them feel more at ease and confident, which in turn can lead to greater participation and engagement in thelearning process.Additionally, the use of the L1 can serve as a valuable tool for explaining complex grammatical concepts or clarifying instructions that might be difficult for students to understand in the target language alone. By providing explanations in the students' native language, teachers can ensure that key points are properly understood, which can then allow for more effective practice and application of the material in English.Furthermore, research has shown that the strategic use of the mother tongue can actually enhance language learning by facilitating the making of connections between the new language and the students' existing linguistic knowledge. When students are able to draw parallels between the target language and their L1, they can more easily grasp the meaning and usage of new vocabulary, idioms, and grammatical structures. This can lead to faster acquisition and better retention of the material.It is important to note, however, that the use of the mother tongue in the English classroom should be carefully balanced and not overused. The goal should be to use the L1 judiciously and only when it serves a clear pedagogical purpose, such as providing translations for key vocabulary, explaining complex grammar rules, or clarifying instructions. The majority of the class time should still bededicated to the exclusive use of English in order to maximize the students' exposure to the target language.One effective approach is to establish a clear language policy in the classroom, where the teacher and students agree on the appropriate times and contexts for using the L1. For example, the teacher may allow the use of the mother tongue during pair or group work, but insist on English during whole-class discussions or presentations. This can help ensure that the target language remains the primary mode of communication while still providing students with the support they need.Another important consideration is the proficiency level of the students. Beginners may require more frequent use of the L1 to facilitate their understanding and learning, while more advanced students may benefit from increased exposure to English. Teachers should be adaptable and adjust their use of the mother tongue based on the needs and abilities of their particular group of learners.In conclusion, the use of the mother tongue in the English classroom is a complex issue that requires careful consideration and a balanced approach. While the exclusive use of the target language is often seen as the ideal, the strategic and judicious use of the L1 can actually enhance language learning by reducing anxiety, facilitating comprehension, and enabling the making of connections betweenthe new language and the students' existing linguistic knowledge. By striking the right balance, teachers can create a more supportive and effective learning environment for their students.。
英语老师布置作文文案模板
英语老师布置作文文案模板Title: The Importance of English Teachers in Shaping Students' Futures。
Introduction。
English teachers play a crucial role in shaping the future of their students. They are responsible for imparting language skills, fostering critical thinking, and instilling a love for literature. In this essay, we will explore the various ways in which English teachers impact their students and the importance of their role in education.Language Skills Development。
One of the primary responsibilities of an English teacher is to help students develop their language skills. This includes teaching grammar, vocabulary, and pronunciation. By providing a solid foundation in theseareas, teachers enable their students to communicate effectively in both spoken and written English. This is essential for success in the modern world, where English is often the language of business, science, and technology.Critical Thinking and Analysis。
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大学英语口语教学中的几个关键问题
The author considers that in the collegeEnglishteaching, the part of oralEnglishteaching has not been paid much attention.This situation must change.We shouldrealizethe contacts among the oralEnglishcourses and other interrelated classes and they cannot be taken the place of each other.The teaching mode should have its core of the students.Teachers should try their best to arouse the interest and desire of students.To improve oralEnglish, the precondition is the contacts between the train ofEnglishthought and oralEnglish, and the basic way is toemphasizethe connections between listening and speaking.
6.On oralEnglishClassroom Instruction nglishMajors
论英语专业口语课堂教学
In the light of years of spokenEnglishteaching and tests,English-Major students’Englishspeaking competence fails to meet the requirements of the University Teaching Guidelines forEnglishMajors.This paper has made an attempt to explore how to enhanceEnglishMajors’Englishspeaking competence.Teachers should meet the students’needs and create a positive classroom atmosphere.Emphasis must beplacedon teacher’s role, students’self–access learning, communicative training, as well as cultural teaching.The author divides the teaching into four links: teachers in the oralEnglishcourses, thestudents, the materials and the way of teaching.And theauthor also makesa lot of suggestions to improve the affections of the courses.
1.英美影视欣赏
Viewing Western Movies
Starting withprovidingsome excerpts from the classical movies, this book gives us a detailed description of the process ofteachingspoken English byfilms: 1.Culural notes:providingthe background and the music in the film. 2.Beforeviewing: askingsomequestions, to make students have an idea aboutthis film.Before the class, students must find someinformationabout this film by themselves. 3.Viewing: after the watching, to ask students to analyze some classical sentences or parts of the film. 4.Role-play: choosing the most wonderful part ofthefilm, to ask students to imitate. 5.Post-viewing: to ask students to think the topic and make acontractwith the reality. Specifically, this book links the relationship among the various skills of learning, such as reading, listening, and writing.Each film in this book has its own features, emotions, and meanings.
2. The Positive Impact of Original English Movies on Oral English
浅谈英文原版电影对英语口语的提高
In this article, the author first analyzes theEnglishstatus ofChinesestudents andemphasize that the lack ofEnglishenvironment is one of the difficulties in oralEnglishfor theChineseEnglishlearners.Then the author presents that watching originalEnglishmovies will havecompensationto the learners for the lack of the environment.In the following, theauthor takestheAmericanpopular situational comedyFriendsas an example, to expound how the films tohelppeople learn oralEnglish.This article interprets the positive parts: the first one is the pronunciation of the film, the second is the sentences and thevocabularyof the film, the third is the content and the theme of thefilmand the last one is the culture and the thought of the film.
文献综述
Literature Review
课题名称
（中英文）
通过电影对英语口语进行教学
Teaching Spoken Englishby Films
学生
姓名
班级
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More and moreeffortshave beenmadeto enhance language abilities of college students than ever before sinceChinajoined the WTO. Language is the means for exchanging ideas between people. To improve spoken English of college studentsand find the new methods to teach areurgent tasksright now.
3. ImitatingEnglishSpeaking ThroughEnglishMovies
高校英语电影口语模仿教学之探析
It is widely accepted that imitatingEnglishspeaking as an F/S language through movies achieves a better effectthan through tapes.The author considers that the imitation is the basic way of learning oralEnglish.This article shows that imitatingmovies achievethe same acoustic quality as through tapes.This proves that psychological factorsplayroles in achieving good imitating quality thoughEnglishmovies, proved by many experts such as Wilder Penfield, Eric Lennebeng and etc. Then theauthor makesa research of the situation: whenforeigners communicating withChinesepeople, who speak english, usually they cannot understand what theirpartners say.In the article, the author also distinguishes the imitation between movies and tapes.