外语教学是通过言语活动来学习外国语言。“交际教学理论”思想兴起之后,更强调言语活动交际化,即言语活动,尤其是口语能够传递信息并适宜于目的语(外语)民族的文化习俗,使之运用得体。这就涉及言语的听辨/理解与产生/生成。中国学生在外语口语学习中言语产生的困难要大于听辨。然而在口语教学研究中却有忽视言语产生的现象。现代外语教学的理论及实践所注重的多是怎样给学生 Foreign language teaching is to learn foreign languages ​​through speech activities. After the rise of the thought of “communicative teaching theory”, more emphasis is placed on the communicativeness of speech activities, that is, speech activities. In particular, spoken language can convey information and adapt to the cultural customs of the target language (foreign language) people and make them suitable for use. This involves verbal discernment / comprehension and generation / generation. Chinese students’ difficulties in verbal learning of foreign languages ​​are greater than those of listening and speaking. However, there is a neglect of the phenomenon of speech in oral teaching research. Modern foreign language teaching theory and practice of how much attention is given to students