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Contents

Abstract..................................................................................I
Key Words.................................................................................I
摘要.....................................................................................II
关键词....................................................................................II
Introduction..............................................................................1
Ⅰ. Communicative Approach................................................................2
A. Four Skills............................................................................2
B. Two Versions of Communicative Approach.................................................2
Ⅱ.Features of Communicative Approach.....................................................3
Ⅲ.Existing Problems in the Teachers’ Beliefs and Practice of Communicative Approach.....4
A. Problems in the Teachers’ Beliefs.....................................................4
1. Taking Communicative Approach as a Method..............................................4
2. Stressing Language Structures..........................................................5
3. Misunderstanding of Communicative Approach.............................................5
B. Some Practical Problems................................................................6
1. Some Differences between Reality and Theory............................................6
2. The Teacher’s Problems................................................................6
3. The Students’ Problems................................................................7
4. Fluency or Accuracy....................................................................8
5. Improper Testing System................................................................10
Ⅳ. Ways to Apply Communicative Approach to Practice......................................10
A.Getting Rid of the Misunderstandin......................................................10
B. Designing the Introduction in the Class................................................11
C.Stimulating Students’ Interests, and Enhancing Their Desire of English Learning........12
D.Building up a Good Relationship Between Teacher and Students............................12
E.Grouping the Students and Meet Their Needs..............................................13
F. Focusing on Communicating and Teaching Approach........................................14
Conclusion................................................................................17
Acknowledgements..........................................................................19
Bibliography..............................................................................20

Abstract

Communicative approach appeared in the 1950’s，it has been studied in China for almost 30 years. As a young teaching approach, it is widely accepted by many middle school English teachers. It is also a good teaching approach with many advantages. For example, it emphasizes the central position of students, and advocates that English is learnt to use, it emphasizes the communicative function of the language. Communicative approach helps the students to learn concisely and lively. Communicative approach in the class of middle school is adapted in accordance with the students’ psychological features.
However, it still needs improvement. This paper analyzes the disadvantages of communicative approach. For example, it puts emphasis on fluency but neglects accuracy; it stresses the communicative ability but neglects grammar, and the testing system is improper. This paper aims at rectifying these shortcomings in theory and practice. Firstly, we should get rid of some misunderstanding. Secondly, when it is adapted in practice, teachers need to design good introductions in the class and stimulate students’ interests. Thirdly, teachers should create a harmonious atmosphere, and build up a good relationship between teacher and the students.

Key words

Communicative approach; communicative ability; middle school English class; stimulation

摘　 要

交际教学法在中国的发展仅三十年的历史。这种年轻的教学法在中国中学英语课堂得以广泛地吸收和采纳。它有诸多优点诸如他以按学生需要取材，教学过程交际化以求学用合一，学得精学得快为核心，它还根据儿童的特点教学。它要求英语学习的学以致用。但是交际教学法仍有许多不足之处有待我们改进。交际教学法有诸多缺点。诸如它重流畅性轻准确性，重交际轻语法，不适宜的考试制度等等。针对以上不足之处，本文提出了一定的见解。我们从应做到消除一些理论上的误解. 在实践上教师应设计适合学生的引入的同时要创造和谐的学习英语的环境，组织学生进行交流。同时学生也应该充分发挥自己学习的主动性在英语课堂中多交流多应用英语。

关键词

交际教学；交际能力；中学英语课堂; 刺激

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