this paper probes into the definition, foundations and implementation procedures of a new teaching method in college spoken-English teaching.The Length Approach in the first three parts.It can be defined as improving learners second language proficiency by writing long compositions.It has at least four foundations: to improve language proficiency, to improve language competence, to accelerate the internalization of what has been learned and to bring students foreign language learning potential into full play.The implementation procedures include: to design properly stimulating assignments, to constantly adjust the length requirement, to create a positive atmosphere and to employ a hundred-mark system with separate feedback.Part four introduces research questions, subjects, instruments and procedures firstly, then based on 15 weeks teaching experiments, the author draws the conclusion that the Length Approach is helpful to arouse non-English majors interest in oral English learning, better in developing non-English Majors speaking competence than the input-based teaching and has a positive effect on non-English majors speaking competence.