ABSTRACT
English communication is significantly consistent with international interactions in various fields around the world. However, the improvement of English-speaking proficiency is regarded as a learning obstacle and weakness for Chinese students who will study further in foreign countries. This study used comparative methods to summarize the English learning conditions of Chinese students who study in between domestic and foreign contexts, analyzed the differences between studying in both contexts, and discussed the advantages of promoting English-speaking proficiency in study abroad. For the results of comparisons, it was found that Chinese domestic students have difficulties acquiring any chance to get authentic situations for speaking practice; in contrast, Chinese students in foreign countries find it anxious to participate in social activities due to cultural distinctions. Some previous studies also pointed out that Chinese students have intercultural communication apprehension when they start to speak with foreigners. This study also suggested that social-affective strategies should be enhanced to motivate students to fit into different situations and communicate positively to develop both language skills and individual characteristics. The limitations of this study were the lack of practical observations about studying situations between two investigated targets and a few questionnaires about perspectives from two groups. This study aims to provide some useful learning strategies for English communication promotion and help Chinese students ameliorate their speaking proficiency by realizing their individual problems.
