1、ANALYSESONTHEUSEOFCOMMUNICATIVETEACHINGAPPROACHINMIDDLESCHOOLCAILICLASS7,GRADE2010,SCHOOLOFFOREIGNLANGUAGESANDLITERATURE,CHONGQINGNORMALUNIVERSITYABSTRACTCOMMUNICATIVETEACHINGAPPROACHISBASEDONNEGATIVESTRUCTURALLINGUISTICSTHEORYINTHE70SOFTHETWENTIETHCENTURYINBRITISH,WHICHISDOMINATEDINCHINESESCHOOLSNO
2、WADAYSITISFOCUSEDONTHECULTIVATIONOFCOMMUNICATIVECOMPETENCETHATISASSOSICATEDWITHTHEGRAMMAROFLANGUAGELEARNINGINPRACTICALCOMMUNICATIONSTUDENTSNOTONLYMASTERTHEGRAMMARANDPRAGMATICRULESOFLANGUAGE,BUTALSOAPPLYTHESEKNOWLEDGEINTOTHEACTUALUSESTHISPAPEREMPHASIZESTHECOMBINATIONOFTHEPARTICULARITYOFCOMMUNICATIVEL
3、ANGUAGETEACHINGANDSTUDENTSINORDERTOTEACHSTUDENTSINACCORDANCEWITHTHEIRAPTITUDE,THUSSTIMULATINGSTUDENTSINTERESTINLEARNINGTHELANGUAGE,GIVINGFULLPLAYTOSTUDENTSLANGUAGEPOTENTIAL,EXPLORINGACHINESEWAYOFCOMMUNICATIVETEACHINGMETHOD,ANDFINALLY,IMPROVINGTHEEFFECTIVENESSOFENGLISHTEACHINGKEYWORDSTEACHINGMETHODMI
4、DDLESCHOOLSTUEDENTS；SPECIFICITY；VALIDITY1INTRODUCTION11BRIEFINTRODUCTIONTOTHECOMMUNICATIVETEACHINGAPPROACHFROMTHELATE1960STOTHEEARLY1970S,ALONGWITHTHEBIRTHOFSOCIALLANGUAGE,SOCIALLINGUISTDHHYMESPUTFORWARDTHECONCEPTOFCOMMUNICATIVECAPABILITYTHATEMPHASIZEDTHESOCIALCULTUREPARTICULITY,COMMUNICATIVECOMPETE
5、NCEOFLANGUAGEASWELLASTHEUSINGSKILLS,WHICHLATELYPROVIDEDTHEORYBASISANDTARGETGUIDEFORCLTXUQIANG,20102COMMUNICATIVETEACHINGMETHODISALSOCALLEDFUNCTIONMETHOD,WHICHISFORMEDINTHE1970SITISBASEDONTHEWORKOFTHEAMERICANSOCIALANTHROPOLOGISTS,LINGUISTSHYMES,ANALYSISONTHECOMMUNICATIVEABILITY,PUTTINGTHELANGUAGEFUNC
6、TIONALITEMSINTOFOCUSINORDERTOCULTIVATETHESTUDENTSCOMMUNICATIVEABILITYDHHYMESISTHECREATEROFTHECOMMUNICATIVEFUNCTIONALTHEORY,THINKINGTHATGENERALLANGUAGETHEORYEMPHASIZESLANGUAGEKNOWLEDGEASWELLASLANGUAGEUSETHERATIONALITYOFUSINGISASIMPORTANTASTHEACCURACYOFTHESTRUCTURECOMMUNICATIVEAPPROACHHASCHANGEDTHEDIR
7、ECTIONOFFOREIGNLANGUAGETEACHING,MARKINGTHEENDOFTRADITIONALTEACHINGANDTHEBEGAINNINGOFANEWERAOFTEACHING12FEATURESOFCOMMUNNICATIVETEACHINGAPPROACHCOMMUNICATIVELANGUAGETEACHINGISINFLUENCEDBYTHESOCIALINGUISTICS,PSYCHOLINGUISTICS,LANGUAGEPHILOSOPHY,HUMANLANGUGE,SOCIOLOGY,ETCTHEDIFINITIONHASNOTBEENDECIDEDC
8、LEARLYBYNOWROBINSONTHINKSTHATCLTESPECIALLYEMPHASIZEDTHELEARNERSLEARNINGGOALANDLANGUAGEUSETHEFOUSUSISNOTONTHELANGUAGEKNOWLEDGEANDLANGUAGEUSEISSERVICEFORTHECOMMUNICATIVEPURPOSETHATISTHEESSENCEOFCLTDENGHAI,1992THEPROFESSOR,WANGCAIRENTHINKSTHATCLTISTHECOMBINATIONOFMULTITHEORYMSWHITLEYTHINKSTHATCLTISTHEM
9、IXTUREOFAPILEOFMETHODSYALDEN,ACCORDINGTORESEARCH,CLASSIFIEDTHECLTINTO6CATOGRIESIN1983LATELYHOWATTAGAINCLASSIFIEDITINTO“STRONG”AND“WEAK”TYPESSOWITHTHEADVANCEMENTOFSOCIETY,CLTALSOGETSWIDEDEVELOPMENT121FROMTHEVIEWOFTHETRANSFORMATIONOFTHETEACHERSROLEINTHECOMMUNICATIVETEACHING,THETEACHERSROLEHASCHANGED,F
10、ROMBEINGACTIVETOBEINGPASSIVEINTHETRADITIONALCLASSES,THETEACHERISANINITIATOR,PROVIDINGKNOWLEDGEANDBEINGRESPONSIBLEFORALLTHESTUDENTSLEARNINGTHETEAHERISTHEDOMINORNOWADAYS,THETEACHERISTHEGUIDEOFTHESTUDENTS,PLAYINGANAUXILIARYROLEINTHEPROCESS,WHILETHESTUDENTSCANHELPTHEMSELVESTOARRANGEANDALLOCATETHEIRTIMEA
11、NDEFFORTINTOTHEIRSTUDYTHETEACHERISNOTASINGLEPROVIDERANDTHESTUDENTISNOLONGERANAUDIENCEINTHEWHOLEPROCESSOFLEARNING,THESTUDENTISTHEMASTEROFHIMSELF,WHILETHETEACHERISCONSULINGTHESUTDENT,ONLYINTHENECESSARYTOHELPANDGUAIDTHEM,INWHICHTHETEACHERCANTAKEPARTASACOCOMMUNICATORLITTLEWOOD,2002122FROMTHEASPECTOFLANG
12、UAGECOMMUNICATIONPERSPECTIVECOMMUNICATIVETEACHINGMETHODVIEWSTHATLANGUAGEISUESDTOCOMMUNICATETHEREFORE,ITEMPHASIZESTHECOMMUNICATIVEEFFECTOFTHELANGUAGELEARNINGTHELANGUAGEISLEARNINGTOCOMMUNICATEITALSOTHINKSTHATLEARNINGTHEGRAMMARISNOTTHEAIMOFLEARNINGLANGUAGE,WHICHHAPPENSINTHECOMMUNICATIVEPROCESSINTHECLAS
13、SROOM,ITISNECESSARYTOPAYATTENTIONTOTHEKNOWLEDGEOFGRAMMAR,BUTALSOIMPORTANTTOEMPHASIZETHEEFFECCTOFCOMMUNICATIONCOMMUNICATIVETEACHINGMETHODEMPHASIZESLANGUAGECOMMUNICATIONINREALLIFESITUATIONS,BECAUSETHEREALGOALOFLANGUAGEISTOMAKECOMMUNICATION,FOREAMPLE,EXERCISEINTHEREALLIFETOSAYHELLOORSHOWHOSPITALITYTHIS
14、SETOFCONVERSATIONORSITUATIONISTOMAKESTUDENTSUNDERSTANDHOWTOMAKETHEKNOWNLANGUAGEINTOPRACTICE,EXPERIENCINGTHEPRACTICALAPPLICABILITYOFLEARNINGLANGUAGE,WHICHISBENIFICIALNOTONLYTOCOMMUNICATETHEIRIDEAS,BUTALSOCANBEAPPLIEDTOMAKETHEGRAMMARSTRUCTUREINTOTHEACTUALDIALOGUE123FROMTHEASPECTOFLANGUAGELEARNINGCONTE
15、XTCOMMUNICATIVETEACHINGMETHODEMPHASIZESCOMMUNICATIVECONTEXTFOREXAMPLE,INDIFFERENTLANGUAGES,GREETINGWAYSAREDIFFERENTCHINESEOFTENHABITUALLYASKSOMEONEWHETHERHEORSHEHASADINNERHOWEVER,INTHEWESTERNCOUNTRIES,THEYOFTERNASKSOMEINTERESTINGTOPIC,SUCHASTHECONDITIONOFTHEWHEATHERTHISREFLECTSTHEDIFFERENTWAYINDIFFE
16、RENTENVIRONMENTINTHECOMMUNICATIVETEACHING,ITEMPHASIZESTHELEARNINGINTHESOCIALCONTEXTFOREXAMPLE,THEELDERSPEAKSTOTHEYOUNGERINDIFFERENTWAYTHEREFORE,THESTUDENTSHOULDLEARNTOSPEAKAPPROPRIATELYINTHESOCIALCONTEXT2PRESENTSITUATIONOFCOMMUNICATIVETEACHINGMETHODINCHINABEFOREINTRODUCINGCOMMUNICATIVETEACHING,FOREI
17、GNLANGUAGETEACHINGWIDELYUSESTHETRADITIONALWAYOFTHEGRAMMARTRANSLATIONTHISWAYEXTREMELYSTRESSESTHETEACHINGOFLANGUAGEKNOWLEDGE,IGNORINGTHEDEVELOPMENTOFLANGUAGEABILITIES,SOTHATTHESTUDENTSCANNOTHEARANDSPEAKCLEARLYINTHEREALSITUATIONWHENCOMMUNICATINGWITHFOREIGNERSEVENTHOUGHTHELATERTEACHINGINCLUDESLISTENINGE
18、XERCISE,THISCANNOTAVOIDTHEAWKWARDSITUATIONOF“MUTEENGLISH”INOURFOREIGNLANGUAGETEACHINGINTHE1980S,THEUPSURGEOFCOMMNUICATIVETEACINGBEGINSTOAPPEARINTHEWORLD,SOTHEWAYISNATURALLYINTRODUCEDINOURCOUNTRYTHECOMMNUIVATIVEFOCUSESONTHESTUDENTS,EMPHASIZINGORALCOMMUNICATIVEABILITYINTHEREALSITUATION,WHICHJUSTDEALSW
19、ITHTHETROUBLEOURFOREIGNLANGUAGETEACHINGFACESTHEREFORE,OURCOUNTRYSPARESNOEFFORTSTODEVELOPTHECOMMUNICATIVETEACHINGMETHODCOMMUNICATIVLANGUAGETEACHINGHADBECOMETHEMAINANDDOMINABLEMETHODINTHEENGLISHLEARNING,WHILEITSTEACHINGCONCEPTALSOTACKLEDOURCOUNTRYSFACINGDILEMMASOCLTWASCONSIDEREDASTHEIDEALTEACHINGMETHO
20、D,RECEIVINGTHEWARMWELCOME,WHICHGAINEDTHETREMENDOUSADVERTISEMENTANDEVENBLINDWORSHIPANDFOLLOWINGTRENDPHENOMENONBECAUSEOFTHECOMPLEXITYOFENGLISHTEACHING,ITHASBEENRESTRICTEDBYMANYFACTORSINUNDERSTANDINGFORYEARS,SOITISDIFFICULTTOOBJCTIVELYREVEALTHEESSENCEOFTHETHINGSTHEREFORE,OURCOUNTRYSIDEATOCLTISALSOSOMET
21、HINGWRONGINOURCOUNTRY,CLTISADVOCATEDNOMATTERWHATTHEAGEISSOTHATWHETHERINPRIMARYSCHOOL,MIDDLESCHOOLORUNIVERSITYFIELDTHEIROWNSCHOOLSADVOCATETHATTHEYUSETHECOMMUNICATIVELANGUAGETEACHINGBUTTHEFACTISONTHECONTRARYIN2005,PLAUNIVERSITYOFSCIENCEANDTECHNOLOGYSPENTALOTOFMONEYANDMANPOWERTOCARRYOUTTEACHINGEXPERIME
22、NTINTHETEACHINGPROCESS,THETEACHERISNOLONGERTOEXPLAINANDSUMMARIZETHEKNOWLEDGEOFTHEGRAMMARANDVOCABULARYLIJIAN,2012154BUTACCORDINGTOTHETOPICRELATINGTOINTERACTIVEACTIVITIESTHROUGHTHELANGUAGEGAMES,COSPLAY,SCENESIMULATION,SOLVINGTHEPROBLEMANDOTHERFORMS,TEACHERSENCOURAGESTUDENTSTOACTIVELYPARTICIPATEINTHEDI
23、SCUSSIONS,SCENESOFCOMMUNICATION,FROMTHEINTERSECTIONTOACCUMULATETHEKNOWLEDGEOFGRAMMARANDUSESUNFORTUNATELY，THECONCLUSIONISTHATMOSTOFCHINESESTUDENTSCANNOTUSETHEMETHODWELLINTHEOURENVIRONMENTSOITISNECESSARYTOEMPLOREACHINSESCLTINACCORDANCEWITHOURSITUATIONCOMMUNICATIVELANGUAGETEACHINGSTEMSFROMWESTERNCOUNTR
24、IESHOWEVER,BECAUSEOFTHEDIFFERENTOBJECTOFSTUDYANDTHERESEARCHREGION,ASWELLASTHEINFLUENCEOFTHECULTURETRANDITIONANDTHEMODERNSPIRIT,CLTISRETRICTEDBYTHELIMITATIONOFTIMEANDTHEREGIONALCULTURESODUETOTHEVARITEYOFCONDITIONSANDTHEGAPBETWEENWESTANDEAST,CLTTHATWEADVOCATEISREFORMEDBEFOREENTERINGTHECLASS,WHICHINCLU
25、DESFORMALISMEDCOMMUNICATIVEMETHOD,SUCHASUNINTENDEDCOMMUNICATIVEACTIVITIES21THEDEFICIENCYOFASTRONGWILLABOUTTHESOCIALLANGUAGEENVIRONMENTCOMMUNICATIVELANGUAGETEACHINGASTHEMAINTEACHINGMETHOD,HASSOMEADVANTAGESINTHOSECOUNTRIESWITHTHELANGUGEENVIRONMENTANDSIMILARCULTURE,PERFORMINGCLTISRELATIVELYEASYFOREXAMP
26、LES,STUDENTSINSINGOPOREORINDIA,THEYHAVEMOREOPPORTUNITIESANDCHANNELSTOSPEAK,WHILEINCHINA,BECAUSEOFTHEDEFICIENCYOFRELATIVELYTRUELEARNINGCONDITION,STUDENTSDONTHAVEINTENTIONSTOSPEAKSOITISNOTREALISTICTOCULTIVATETHELEARNERSCOMPETENCYOFENGLISHLANGUAGEINASINGLEWAYOFUSINGTHECOMMNUICATIVEMETHODTHETEACHINGGOAL
27、SHOULDFOCUSONTHEMAJORITYOFTHESTUDENTS,BUTNOTTHEHIGHER,THEBETTERTHETEACHINGMETHODISCOMINGFROMTHEBACKGROUNDTHATTHEUSADESIGNEDFORTHEIRIMMIGRATIONTOQUICKLYGRASPENGLISHANDHOPEDTHATTHEYWEREABLETOINTEGRATEINTOMAINSTREAMCULTUREINUSAINSUCHASOCIETY,ITCREATEDANUMBEROFPEOPLENOTFAMILIARWITHEACHOTHER,BUTTHEYCAMET
28、OGETHERFORTHEMUTUALINTERESTWHILEOURCOUNTRYISQUITEDIFFERENTFROMTHEUSAINTHESOCIALRELATIONS,CHINESEHAVEACLOSERELATIONSWITHEACHOTHERINMOSTREGIONS,THEWHOLEVILIAGEHASTHESAMEFAMILYNAMEWHERETHEFEATUREOFFAMILYNETWORKSISOBVIOUSTHEREFORE,OURCOUNTRYISALSOCALLED“ACQUAINTANCESOCIETY”PEOPLEDONTHAVEASTRONGWILLTOCOM
29、MUNICATEWITHOTHERSLIKEAMERICANSIFATYPEOFLANGUAGELOSESITSSOCIALENVIRONMENT,ITALSOLOSESITUTMOSTSUPERIORITYANDBECOMESATRIALWAYINACONSLUSION,THEPERFORMANCEOFCLTINOURCOUNTRYISALACKOFITSPOPULARIZATIONOFBIGSOCIALLANGUAGEENVIRONMENT22THEDIFFERENTSTRUCTUREOFEDUCATION221THETEACHERCOMMUNICATIVELANGUAGETEACHING
30、HASAHIGHERDEMANDFORTEACHERSABILITYFIRSTLY,THETEACHERHASTOCORRECTLYANALYSETHESTUDENTSNEEDANDINTERSTINORDERTOASSURETHECONTENTOFTEACHINGSECONDLY,THETEACHERSHOULDEFFECTIVELYORGANIZETHECLASSCOMMNUICATIVEACTIVITIESTOCREATEARICHANDCOLORFULLANGUAGESOCIALENVIRONMENT,DURINGWHICHTHETEACHERISNOTONLYAPARNTEROFMU
31、TUALCOMMUNICATION,BUTALSOTHEGUIDEANDANEXAMPLEOFINTERSECTIONTHEREFORE,THETEAHERFACESTHISPROBLEMTHATTHEYCANNOTREPLACETHESTATIONOFTHESTUDENTORTEACHTHEEXISTINGKNOWLEDGEINTHELIMITOFCLASSTIME,ONTHEONEHAND,THEYHAVETOENCOURAGEANDENLARGEAVARIETYOFCOMMUNICATIVEACTIVITIESANDPRACTICESONTHEOTHERHAND,THEYHAVETOHE
32、AR,OBSERVE,GUIDEANDCORRECTINFACT,INTHEWHOLEOFTEACHING,THETEACHERNEEDTOPLAYDIFFERNTROLESWRITER,DIRCTOR,ACTORANDSOONSOISITREALISTICFORTHEMTHEREFORE,THEREISNODOUBTTHATCLTISACHALLENGEFORTHETEACHER222THEORGANIZATIONOFTHECLASSACTIVITYCOMMUNICATIBELANGUAGETEACHINGISFOCUSEDONTHESTUDENTTOMAKETHECLASSTEACHING
33、SOCIABLEBUTBECAUSEOFTHEINFLUENCEOFTHELONGTERMOFTRADITIONALENGLISHTEACHINGMETHOD,MOSTOFSTUDENTSAREUSEDTOPLAYINGPASSIVEANDACCEPTIVEROLESINTHECLASS,THESTUDENTSAREPASSIVETORECEIVETHEKNOWLEDEGFROMTHETEACHER,WHILETHEYDONTKNOWHOWTODEALWITHCLTHOWEVER,INTHEWESTERNCOUNTRIES,DUETOALLKINDSOFPRIORITY,THEYADOPTHE
34、SMALLSIZECLASSTEACHINGTHATISSUITABLEFORTHEMODELOFSTUDENTCENTERWHILEINOURCOUNTRYALARGESUMOFMONEYISPAIDFORTHELANGUAGETEACHING,THEREALIZTIONOFSMALLSIZECLASSISHARDTOBETRUEANDSOISTHEFOREIGNNATIONALITYTEACHERSOCCUPYINGONETHIRDOFTHEWHOLEFACULTYWEDONTHAVETHISOBJETIVEELEMENTARYCONDITIONS,SOWECANNOTBEBLINDTOC
35、OPYTHEPOPULARFOREIGNCOMMMUNICATIVEMETHODS223THETEACHINGMATERIALANDTHEEXAMINATIONSYSTEMBECAUSEOFTHEGREATGAPOFEDUCATIONALSYSTEMBETWEENCHINAANDWESTERNCOUNTRIES,CHINESEEDUCATIONALPOWERISINTHECONTROLOFEDUCATIONBUREAU,NOTINTHEHANDOFTEACHERSSOTHEEDUCATIONBUREAUASKSTHETEACHERTOTEACHSOMETHING,THETEACHERHASTO
36、TEACHTHATTHETEAHERHASNOPOWERTOTALKANDTHETEACHINGMATERIALISALSOINFLUENCEDBYTHEEDUCATIONBUREAUSOMETIMES,ITEVENASKSTOUSETHESAMEMATERIALINDIFFERENTREGIONSALTHOUGHCLTISWIDELYADVOCATEDINCHINA,THECHINESEEXAMINATIONSYSTEMPREVENTSTHEPERFORMANCEOFCLT,FORCLTCULTIVATESTHECOMMUNICATIVECOMPETENCE,WHILEINTHEREALEX
37、AMSTHEFOCUSISONTHEPAPERANDPENCIL,SPEAKING,READINGANDWRITINGSKILLS23THEDEFICIENCYOFEFFCTIVETESTANDASSESSMENTSYSTEMBYITSELFFROMTHESENIORHIGHSCHOOLENTRANCEEXAMINATION,TOCOLLEGEENTRANCEEXAMINATION,TOCET4/6TOTOEFLANDIELTSETCALARGEVARIETYOFENGLISHTESTSTENDTOFOCUSONTHEASPECTOFGRAMMARANDVOCABULARYABILITYALM
38、OSTTHEREISNOONETESTPAYINGMOREATTENTIONTOTHECOMMUNICATIVECOMPETENCETHATISCONTRADICTORYTOTHEGOALOFCLTSINCETHEAIMOFCLTISTOEXERCISETHESTUDENTSCOMMUNICATIVECOMPETENCE,COMMUNICATIVELANGUAGETESTISWHATWENEEDTHEREFORE,THECURRENTTESTSPRODUCEVERYGREATNEGATIVEIMPACTONOURFOREIGNLANGUAGETEACHINGBESIDES,CLTISALACK
39、OFAPPROPRIATELYEFFECTIVEASSESSMENTINFLUENCEDBYTHETRADITONALGRAMMARTRANSLATIONMETHOD,THETESTSAREALMOSTTHEMULTIPLECHOICESSTRESSINGONTHEACCURANCYOFLANGUAGENOTTHEFLUENCYANDTHEAPPRORIACYTHEEXAMINATIONEMPHASIZESTHESTUDENTSCONTROLOFTHESYSTEMOFLANUGAGEFORMSASWELLASTHECONDITONOFMASTERINGSOMEABILITIES,WHICHTO
40、SOMEEXTENT,INFLUENCESTHERESLULTOFCLTANDEVENHINDERSITSVIGOROUSPROMOTIONINTHETEACHINGBASEDONTHEABOVEANALYSIS,WECANSEETHATTHECOMMUNICATIVETEACHINGINTHEIMPLEMENTATIONPROCESSHASENCOUNTEREDALLSORTSOFOBSTACLES,SOPURECLTISNOTSUITABLEFOROURCOUNTRYORBEINGEXSITINGINOURCOUNTRYCLTADVOCATEDBYOURCOUNTRYISFORMALIZE
41、DONE,FORCLTSTRESSESTHEAUTHENTICITYOTCOMMMUICATIVEENVIRONMENTANDLANGUAGETEACHING,WHILEOURCOUNTRYALMOSTADOPTSTHESCENESIMULATIONINTHECLASSTHELANGUGAECLASSROOMENVIRONMENTISNOTASSAMEASTHEREALSOCIALCONDITIONTHEREFORE,THECOMMUNICATIVEAPPROACHTHATISWIDELYADVOCATEDFORTHEVARIOUSSIMULATIONEXERCISESOFTHEREALLAN
42、GUAGEENVIRONMENTFROMITSESSENCEISNOTTOCREATEAREALLANGUAGECOMMUNICATIVEENVIRONMENT3MAINFEATURESOFMIDDLESCHOOLSTUDENTSINLEARNINGENGLISHINOURCOUNTRY,ALOTOFSTUDENTSALWAYSRECEIVETHETRADITONALGRAMMARTRANSILATIONMETHODFROMTHEBEGINNINGOFLEARNINGENGLISHCOURSESSOTHATTHEYAREUSEDTOBEINGPASSIVETORECEIVELANGUAGEKN
43、OWLEDGEPOINTSFROMTHETEACHERBUTIFADOPTINGCLT,THETEACHERWILLFOCUSONTHETRAININGOFTHESTUDENTSLANGUAGECOMPETENCYINTHECLASS,CARRRYINGOUTSOMEACTIVITIESENCOURAGESSTUDENTSTOCOMMUNICATEINENGLISH,RATHTERTHANTEACHTHELANGUAGEPOINTSTHEYEXPECT,WHICHWILLMAKETHESTUDENTSUNCOMFORTABLESOMEOFTHEMEVENARENOTWILLINGTOACTIV
44、ELYTAKEPARTINTHETHEENGLISHCONVERSATIONANDTALKSOMETHINGMEANWHILE,STUENTSAREATDIFFERENTLEVELSIFADOPTINGTHISNEWFORMOFTEACHINGMETHOD,THESTUDENTSHAVINGASTRONGLANGUAGECOMPETENCEWILLBEQUCIKTOADAPTTHEMSLVES,WHILETHEAVERAGEORUNDERACHIEVEDSTUDENTSWILLFEELDIFFICULTTOEXPRESSTHEIRVIEWSTHELATERPARTOFSTUDENTSSOMET
45、IMESWANTTOMAKEACONVERSATION,BUTDONTKNOWHOWTOEXPRESSFROALONGTIME,THEYMAYFEELCONFUSEDANDEVENLOSETHEINTERSETTOLEARNIT4WAYSOFMAKINGCOMMUNNICATIVETEACHINGAPPROACHEFFICIENTLANGUAGECOMMUNICATIONISTHEAIMOFLANGUAGETEACHINGFROMTHEFEATURESOFCLT,ITISWORTHADVOCATINGAPROMOTIONINCHINA,BUTITMEETSWITHVARIOUSASPECTSO
46、FTHERESISTANCEINORDERTOPUTITINTOPRACTICE,ITISNECESSARYTOADJUSTITSOAFTERREVISING,ITISNOTAPURECLTBUTACHINESEONEANYKINDOFTEACHINGMETHODSARENOTBASELESSORARBITRARY,NOTINVARIANTORCOMPLETELYPERFECTPEOPLESUNDERSTANDINGANDUSEOFANYAKINDOFTEACHINGMETHODHASAPROCESSANDAVARIETYOFTEACHINGMETHODSCANONLYINTHECONCRET
47、ETEACHINGPRACTICEGETRICHDEVELOPMENT,SOISTOCLTALTHOUGHCLTHASSOMEPROBLEMSINITSIMPLEMENTATION,ANYNEWTHINGSONLYTHROUGHREPEATEDPRACTICECANBECOMMONLYACCEPTEDANDUNDERSTOODCLTASANEWKINDOFTEACHINGMETHOD,ITSADVANTAGESCANNOTBEREPLACEDBYOTHERTEACHINGMETHODSTHEREFORE,WESHOULDADOPTALLKINDSOFMETHODSANDSTRATEGIESIN
48、ORDERTOSTRENGTHENTHEPOWEROFENGLISHCLASSREFORMANDAVOIDTHEBLOCKOFCLTINITSUSESITISALSOBENIFICIALTOCREATECONDITIONSFORCLTINTHECLASSROOMTEACHING41FROMTHEASPECTOFTHETEACHERTHETEACHERSHOULDENHANCETHEIRLANGUAGECOMPETENCE,SYSTEMATICALLYUNDERSTANDTHETHEORYKNOWLEDGEOFTEACHING,ADOPTUNIQUETEACHINGMETHODSTOACCOMO
49、DATETHESPECIALTEACHINGPRACTICEINORDERTOENHANCETHESTUDENTSCOMMUNICATIVEABILITIESEVENTHOUGHCLTISNOTINFAVOROFTHETEACHERCENTER,THEROLEOFTHEMISALSOIMPORTANTTHETEACHERISORGANIZORANDEVALUATOROFTHECLASSINTHEENGLISHCLASSTEACHING,THETEACHERSHOULDFLEXIBLYCOMBINEOTHEREFFECTIVETEACHINGMETHODSINACCORDANCEWITHTHETHESTUDENTSPRACTICALNEEDTHETEACHERSHOULDORGANIZEANDGUIDETHESTUDENTSTOPARTICIPATEINTHEREALLANGUAGECOMMUNICATIONASMUCHASPOSSIBLETHEREFORE,THETEACHERTHEMSELVESFIRSTLYLAYSTRESSONSELFDEVELOPMENT,STRENGTHENINGCOMPREHENSIVELANGUAGECOMPETENCE,BEINGFAMILIARWITHTHEBACKGROUNDOFWESTERNC
