CollegeStudents’PsychologicalBarriersinSpokenEnglishandTheirCountermeasuresIntroductionWiththecontinuousdevelopmentofsocialandeconomicactivitiesaroundtheworld,nomatterintermsofindividualsorevenofnations,oralEnglishabilityplaysamoreandmoreimportantrole.Sincethepolicyofreformandopen,itgraduallybecomesquitefrequentforournationtoattendvariousactivitieswithinthescopeofthewholeworld,sothecorrespondingrequirementoforalEnglishisimprovingatthesametime.Butinourcountry,undertheinfluenceofexam-orientededucationsystemaswellassomeotherfactors,weattachmoreimportancetoreadingandwriting,howeverlisteningandspeakingtrainingsarenotbeemphasizedappropriately,whichleadstothephenomenonof“dumbEnglish”.Afterthestudyofthesituation,wecanconcludethattheappearanceof“dumbEnglish”isnotanaccident,itiscausedbymanyfactors,amongthesefactors,psychologicalconditionisthemainelement.InordertoimprovethesituationandhelpstudenttoovercometheobstaclesthattheymayencounterintheirprocessoforalEnglishlearning,thispaperanalyzestherelevanttypesandcausesofpsychologicalbarriersandthenputsforwardseveralprimarycountermeasures.I.Tothreefactorsaffectingcollegestudents’oralEnglishTherearealotoffactorsthattendtocausecollegestudents’psychologicalbarriersinspokenEnglish.Amongthesereasons,thearticleattachesspecialattentiontotheproblemthatbecauseofthefactthatpsychologicalbarrieristhemainmajortorestrictthedevelopmentofstudents’oralEnglish,psychologicaldisordersaffectcollegestudents'oralEnglishprogressineveryaspect.A.Self-confidenceAfterdoingalargenumberofstudies,Kr-ashenconcludedthatlearner’spersonalityfactorscanberelatedtoforeignlanguagelearningeffect.Self-confidenceisoneofthemostimportantoneamongthesepersonalityfactors.Self-confidencerevealsourpositiveviewandeducationaboutownabilityandknowledgelevel.Apersonwhohasstrongself-confidencedarestospeakEnglishoutandseldombeafraidofmakingmistakes.BeinggiventomorechancestopracticeoralEnglish,theirperformancesarequiteobvious.However,peoplelackofconfidencedarenottospeakEng