3.DesignofQuestionnaire3.1ThetargetofquestionnaireThisquestionnaireiscarriedoutamongthesophomoresofEnglishmajorstudentsinZhijiangCollegeofZhejiangUniversityofTechnology.Thesubjectsarechoosenfromthewholesecond-yearEnglishmajorstudentsasthetargetbecausetheyhavelearnedspokenEnglishfortwoyears,theyhaveacquireddifferentlevelsofspokenEnglishproficiencythroughtheyhavethesameoralEnglishclass.TheirproblemsonlearningspokenEnglishareincomparativelyfixedthisstudy.3.2ClassificationofthequestionsQuestionsinthisquestionnairearedividedintotwoparts.Thefirstpartisobjectivequestions.Theoptionsofeachobjectivequestionareclassifiedinto4to5differentdegrees,andeachsetofoptionisgenerallyabitdeeperindegreethantheonethatcamebefore.Thesecondpartofthisquestionnaireissubjectivequestions.Studentsandteachersshouldwritedowntheiranswerstoeachquestion.Thereare20objectivequestionsand2-3subjectivequestionsinthisquestionnaire.Objectivequestionexample:作为英语专业的学生，你认为自己的口语水平？A非常满意B满意C基本满意D不满意E非常不满意Subjectivequestionexample:你认为自己目前英语口语学习最大的困难是什么？4AnalysisofQuestionnaire4.1TheresultsofquestionnaireCalculateandanalysethestatisticaldatacollectedfromquestionnaire.4.2ProblemsinSpokenEnglishlearningInterpretresultsandpresentfindings.Fromthetheresultsofquestionnaire,theauthorwillidentifytheproblemsexistinSpokenEnglishlearning.5.Reasons5.1SubjectivereasonsSubjectivereasonsexistininSpokenEnglishlearning.5.2ObjectivereasonsObjectivereasonsexistininSpokenEnglishlearning.6.SuggestionsinSpokenEnglishLearning6.1Suggestionsinsubjectivereasons6.2Suggestionsinobjectivereasons7.ConclusionLearningEngishistocommunicateaffectivelyandsuitablywithdifferentpeopleindifferentoccasionsandtomeetthestandardsofthe21stcentury.Theprocessofimprovingstudents’spokenEnglishabilityisverylong.“Practicemakesperfect”.Thiskindofpracticeisbasedonexpressionofoneselfandinfluencedbythestudents’languagestore,thinkingways,psychologicalquality,atmosphereetc.Onlythroughcontinuousstoringandcreativeusingofknowledgecanstudentsovercom