近年来,非英语专业学生的综合英语水平虽然有所提高,但是口语流利度的水平依然不够理想。究其原因,虽然存在来自于学习动机、个人素质、学习能力或教学方法方面的影响因素,然而学习者关于口语学习的认识对口语发展的影响也不容忽视。口语学习本质上是将陈述性知识通过练习转化为程序性知识的过程,但是学生的程序化意识普遍不足。这体现在学生从事的程序化活动种类偏少而且相应的时间占比也比较少。学生薄弱的程序化意识制约了他们的口语流利度。 In recent years, although the comprehensive English level of non-English majors has risen, the level of oral fluency is still not satisfactory. The reason, although there are factors that influence learners ’motivation, personal qualities, learning ability or teaching methods, but the impact of learners’ understanding of spoken language learning on the development of spoken language should not be overlooked. Oral English learning is essentially a process of translating declarative knowledge into procedural knowledge, but students’ programming awareness is generally inadequate. This is reflected in the fact that the types of programmatic activities engaged in by students are relatively small and the corresponding proportion of time is relatively small. Students’ weak procedural awareness restricts their oral fluency.