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This essay presents an investigation and analysis of foreign teacher’s oral english teaching in college english majors classes.
1. The introduction of native English speakers
The native English speaking teachers’ superiority is partially influenced by Uganda conference. In 1961， Commonwealth conference on the teaching of English as a second language was held at Makarere， Uganda. The Makarere tenet states that native speakers of a language have a better command of fluent， idiomatically correct language， and are the final arbiter of the cultural connotations of a language. Undoubtedly， this tenet has an enduring influence on the teaching of English.
2. Oral English class
In Chinese universities， oral English class is an indispensable basic course for English majors. To meet the needs of some particular fields such as the international trade， oral English course is also compulsory for international trade majors besides College English. The aim of the course is through creating students a favorable context in which they can speak the target language to train students to acquire the ability to communicate orally with the target language， enable them to transfer the grammatical knowledge they have learned about the language to oral communication， namely， to train their ability to carry out a conversation in the target language.
3. Weakness of a native speaker
Although there are some advantages having a native teacher in terms of pronunciation and language usages and so on. However， the teaching of a native speaker has some weakness. They do not consider the importance of book knowledge， but stress that students should learn from practice， and capabilities. The native English speaking teachers usually don’t fix their teaching materials， instead they tend to use the notes they have written or collected before. However nonnative English teachers are better in all the other items including grammar explanation， knowing students English’ level， difficulties and needs，predicting their problems in learning English，teaching leaning strategy， class preparation and management.
Although the native English teachers are willing to help their students according to the subjects，the subjects’ satisfaction is more positively influenced by the nonnative English teachers. Moreover though with a better linguistic proficiency，the native teachers are not appropriate to teach writing course according to the research. Therefore we can see many disadvantages of a native speaker， comparing with the nonnative speakers as well. 4. Measures of the problems
In response to those weaknesses of the native English speaking teachers， some experts have offered several suggestions. Firstly， the school should standardize the teaching management， and make reasonable arrangements for the teaching mission in advance. Secondly we should promote the native English speaking teacher to exchange teaching experience with Chinese teachers through many activities. A lot of native English speaking teachers are lack of a deep understanding of the Chinese students. They often evaluate them too high or too low. Both of them will produce some passive influences. We have to assist the native English speaking teachers into the role of teaching as soon as possible， to increase its presence in and out of the classroom and create more opportunity to communicate with each other， in order to carry out and adjust their teaching methods， improving the quality of English teaching.
Teaching English in China has certain specificity， although in recent years the domestic sector has been calling not to engage in examination-oriented education. It is necessary to attach importance to quality education .But in fact we are still in the process of transition from exam-oriented education to quality education. Now the results of the exam reflex the quality of university education to some extent. Therefore the rate of CET4， CET6， TEM4， TEM8 and so on has an impact of higher education significantly. Of course， we should not only emphasize the importance of exam-oriented， but it can not be completely ignored. Moreover， we should strengthen the cooperation with Chinese teachers regularly and encourage the native English speaking teachers to take part in teaching and research activity. Through their cooperation， the teaching in the English can be improved.
（责编 张亚欣）
1. The introduction of native English speakers
The native English speaking teachers’ superiority is partially influenced by Uganda conference. In 1961， Commonwealth conference on the teaching of English as a second language was held at Makarere， Uganda. The Makarere tenet states that native speakers of a language have a better command of fluent， idiomatically correct language， and are the final arbiter of the cultural connotations of a language. Undoubtedly， this tenet has an enduring influence on the teaching of English.
2. Oral English class
In Chinese universities， oral English class is an indispensable basic course for English majors. To meet the needs of some particular fields such as the international trade， oral English course is also compulsory for international trade majors besides College English. The aim of the course is through creating students a favorable context in which they can speak the target language to train students to acquire the ability to communicate orally with the target language， enable them to transfer the grammatical knowledge they have learned about the language to oral communication， namely， to train their ability to carry out a conversation in the target language.
3. Weakness of a native speaker
Although there are some advantages having a native teacher in terms of pronunciation and language usages and so on. However， the teaching of a native speaker has some weakness. They do not consider the importance of book knowledge， but stress that students should learn from practice， and capabilities. The native English speaking teachers usually don’t fix their teaching materials， instead they tend to use the notes they have written or collected before. However nonnative English teachers are better in all the other items including grammar explanation， knowing students English’ level， difficulties and needs，predicting their problems in learning English，teaching leaning strategy， class preparation and management.
Although the native English teachers are willing to help their students according to the subjects，the subjects’ satisfaction is more positively influenced by the nonnative English teachers. Moreover though with a better linguistic proficiency，the native teachers are not appropriate to teach writing course according to the research. Therefore we can see many disadvantages of a native speaker， comparing with the nonnative speakers as well. 4. Measures of the problems
In response to those weaknesses of the native English speaking teachers， some experts have offered several suggestions. Firstly， the school should standardize the teaching management， and make reasonable arrangements for the teaching mission in advance. Secondly we should promote the native English speaking teacher to exchange teaching experience with Chinese teachers through many activities. A lot of native English speaking teachers are lack of a deep understanding of the Chinese students. They often evaluate them too high or too low. Both of them will produce some passive influences. We have to assist the native English speaking teachers into the role of teaching as soon as possible， to increase its presence in and out of the classroom and create more opportunity to communicate with each other， in order to carry out and adjust their teaching methods， improving the quality of English teaching.
Teaching English in China has certain specificity， although in recent years the domestic sector has been calling not to engage in examination-oriented education. It is necessary to attach importance to quality education .But in fact we are still in the process of transition from exam-oriented education to quality education. Now the results of the exam reflex the quality of university education to some extent. Therefore the rate of CET4， CET6， TEM4， TEM8 and so on has an impact of higher education significantly. Of course， we should not only emphasize the importance of exam-oriented， but it can not be completely ignored. Moreover， we should strengthen the cooperation with Chinese teachers regularly and encourage the native English speaking teachers to take part in teaching and research activity. Through their cooperation， the teaching in the English can be improved.
（责编 张亚欣）