ManipulatingChineseTransferinHighSchoolEFLSpeakingTeaching:TowardaContrastive-Analysis-basedIntegratedApproachAbstractIncurrentmiddleschoolspokenEnglish(voice)teaching,thoughteachersoftenuseavarietyofnewteachingideasandmethodsbasedontheinteractionhypothesisandcooperativelearningtheory,theycannotreasonablyprocesstherelationshipbetweenChinese(voice)andoralEnglishacquisition,withtheresultofleadingtothemiddleschoolstudents'oralEnglishlearningcannotavoidnegativetransferofChineseormakefulluseofthepositivetransfer.Atthesametime,inoralEnglishteachinginmiddleschoolstudy,althoughscholarstakethefulluseofvariousofnewresearchperspectivein-depthtostudytherelationshipbetweenChineseandEnglishlearningbasedontheinteractionhypothesisandcooperativelearningtheoryrelatively,theresearchsofarhastheshortcomingsasfollows,thephilosophyguidingisnotcomprehensive,thetheoreticalmethodbasispursuingisnovel,makeexcessiveuseoftoquantitativeanalysisofempiricalresearch,despiseoftheoryinquiryandprefertomaketheresearchofqualitativeanalysisofempiricalresearch.TheresearchtargetofthispaperisformiddleschoolspokenEnglish(voice)existinginteachingpracticethatcannotreasonablydealwiththerelationshipbetweentheinfluenceofChineseandEnglishlearning.SothatitleadstotheresultthatthestudentscannotavoidnegativetransferofChineselanguage,andtheycannotmakefulluseofthepositivetransferofEnglishlearning.AimingatthephenomenonthatthephilosophicalguidancerelatedresearchinspokenEnglishteachinginmiddleschoolslacksofcomprehensiveandsystematictheory,andsomeproblemswhichhasbeentoldabove,suchasthetheoreticalmethodbasispursuingisnovel,makeexcessiveuseoftoquantitativeanalysisofempiricalresearch,despiseoftheoryinquiryandprefertomaketheresearchofqualitativeanalysisofempiricalresearch,thispapertakesthedialecticalsystemtomodernsystemscienceintheprevailingviewastheinstruction,taketheclassicaltheoryofcontrastiveanalysismethodasthemainbasis,adopttheachievementofcontrastivestudyofEnglishandChinesespeech,takethecomprehensivemethodoftheoreticalr