1、ANALYSESONTHEUSEOFCOMMUNICATIVETEACHINGAPPROACHINMIDDLESCHOOLABSTRACTCOMMUNICATIVETEACHINGAPPROACHISBASEDONNEGATIVESTRUCTURALLINGUISTICSTHEORYINTHE70SOFTHETWENTIETHCENTURYINBRITISH,WHICHISDOMINATEDINCHINESESCHOOLSNOWADAYSITISFOCUSEDONTHECULTIVATIONOFCOMMUNICATIVECOMPETENCETHATISASSOSICATEDWITHTHEGRA
2、MMAROFLANGUAGELEARNINGINPRACTICALCOMMUNICATIONSTUDENTSNOTONLYMASTERTHEGRAMMARANDPRAGMATICRULESOFLANGUAGE,BUTALSOAPPLYTHESEKNOWLEDGEINTOTHEACTUALUSESTHISPAPEREMPHASIZESTHECOMBINATIONOFTHEPARTICULARITYOFCOMMUNICATIVELANGUAGETEACHINGANDSTUDENTSINORDERTOTEACHSTUDENTSINACCORDANCEWITHTHEIRAPTITUDE,THUSSTI
3、MULATINGSTUDENTSINTERESTINLEARNINGTHELANGUAGE,GIVINGFULLPLAYTOSTUDENTSLANGUAGEPOTENTIAL,EXPLORINGACHINESEWAYOFCOMMUNICATIVETEACHINGMETHOD,ANDFINALLY,IMPROVINGTHEEFFECTIVENESSOFENGLISHTEACHINGKEYWORDSTEACHINGMETHODMIDDLESCHOOLSTUEDENTS；SPECIFICITY；VALIDITY1INTRODUCTION11BRIEFINTRODUCTIONTOTHECOMMUNIC
4、ATIVETEACHINGAPPROACHFROMTHELATE1960STOTHEEARLY1970S,ALONGWITHTHEBIRTHOFSOCIALLANGUAGE,SOCIALLINGUISTDHHYMESPUTFORWARDTHECONCEPTOFCOMMUNICATIVECAPABILITYTHATEMPHASIZEDTHESOCIALCULTUREPARTICULITY,COMMUNICATIVECOMPETENCEOFLANGUAGEASWELLASTHEUSINGSKILLS,WHICHLATELYPROVIDEDTHEORYBASISANDTARGETGUIDEFORCL
5、TXUQIANG,20102COMMUNICATIVETEACHINGMETHODISALSOCALLEDFUNCTIONMETHOD,WHICHISFORMEDINTHE1970SITISBASEDONTHEWORKOFTHEAMERICANSOCIALANTHROPOLOGISTS,LINGUISTSHYMES,ANALYSISONTHECOMMUNICATIVEABILITY,PUTTINGTHELANGUAGEFUNCTIONALITEMSINTOFOCUSINORDERTOCULTIVATETHESTUDENTSCOMMUNICATIVEABILITYDHHYMESISTHECREA
6、TEROFTHECOMMUNICATIVEFUNCTIONALTHEORY,THINKINGTHATGENERALLANGUAGETHEORYEMPHASIZESLANGUAGEKNOWLEDGEASWELLASLANGUAGEUSETHERATIONALITYOFUSINGISASIMPORTANTASTHEACCURACYOFTHESTRUCTURECOMMUNICATIVEAPPROACHHASCHANGEDTHEDIRECTIONOFFOREIGNLANGUAGETEACHING,MARKINGTHEENDOFTRADITIONALTEACHINGANDTHEBEGAINNINGOFA
7、NEWERAOFTEACHING12FEATURESOFCOMMUNNICATIVETEACHINGAPPROACHCOMMUNICATIVELANGUAGETEACHINGISINFLUENCEDBYTHESOCIALINGUISTICS,PSYCHOLINGUISTICS,LANGUAGEPHILOSOPHY,HUMANLANGUGE,SOCIOLOGY,ETCTHEDIFINITIONHASNOTBEENDECIDEDCLEARLYBYNOWROBINSONTHINKSTHATCLTESPECIALLYEMPHASIZEDTHELEARNERSLEARNINGGOALANDLANGUAG
8、EUSETHEFOUSUSISNOTONTHELANGUAGEKNOWLEDGEANDLANGUAGEUSEISSERVICEFORTHECOMMUNICATIVEPURPOSETHATISTHEESSENCEOFCLTDENGHAI,1992THEPROFESSOR,WANGCAIRENTHINKSTHATCLTISTHECOMBINATIONOFMULTITHEORYMSWHITLEYTHINKSTHATCLTISTHEMIXTUREOFAPILEOFMETHODSYALDEN,ACCORDINGTORESEARCH,CLASSIFIEDTHECLTINTO6CATOGRIESIN1983
9、LATELYHOWATTAGAINCLASSIFIEDITINTO“STRONG”AND“WEAK”TYPESSOWITHTHEADVANCEMENTOFSOCIETY,CLTALSOGETSWIDEDEVELOPMENT121FROMTHEVIEWOFTHETRANSFORMATIONOFTHETEACHERSROLEINTHECOMMUNICATIVETEACHING,THETEACHERSROLEHASCHANGED,FROMBEINGACTIVETOBEINGPASSIVEINTHETRADITIONALCLASSES,THETEACHERISANINITIATOR,PROVIDING
10、KNOWLEDGEANDBEINGRESPONSIBLEFORALLTHESTUDENTSLEARNINGTHETEAHERISTHEDOMINORNOWADAYS,THETEACHERISTHEGUIDEOFTHESTUDENTS,PLAYINGANAUXILIARYROLEINTHEPROCESS,WHILETHESTUDENTSCANHELPTHEMSELVESTOARRANGEANDALLOCATETHEIRTIMEANDEFFORTINTOTHEIRSTUDYTHETEACHERISNOTASINGLEPROVIDERANDTHESTUDENTISNOLONGERANAUDIENCE
11、INTHEWHOLEPROCESSOFLEARNING,THESTUDENTISTHEMASTEROFHIMSELF,WHILETHETEACHERISCONSULINGTHESUTDENT,ONLYINTHENECESSARYTOHELPANDGUAIDTHEM,INWHICHTHETEACHERCANTAKEPARTASACOCOMMUNICATORLITTLEWOOD,2002122FROMTHEASPECTOFLANGUAGECOMMUNICATIONPERSPECTIVECOMMUNICATIVETEACHINGMETHODVIEWSTHATLANGUAGEISUESDTOCOMMU
12、NICATETHEREFORE,ITEMPHASIZESTHECOMMUNICATIVEEFFECTOFTHELANGUAGELEARNINGTHELANGUAGEISLEARNINGTOCOMMUNICATEITALSOTHINKSTHATLEARNINGTHEGRAMMARISNOTTHEAIMOFLEARNINGLANGUAGE,WHICHHAPPENSINTHECOMMUNICATIVEPROCESSINTHECLASSROOM,ITISNECESSARYTOPAYATTENTIONTOTHEKNOWLEDGEOFGRAMMAR,BUTALSOIMPORTANTTOEMPHASIZET
13、HEEFFECCTOFCOMMUNICATIONCOMMUNICATIVETEACHINGMETHODEMPHASIZESLANGUAGECOMMUNICATIONINREALLIFESITUATIONS,BECAUSETHEREALGOALOFLANGUAGEISTOMAKECOMMUNICATION,FOREAMPLE,EXERCISEINTHEREALLIFETOSAYHELLOORSHOWHOSPITALITYTHISSETOFCONVERSATIONORSITUATIONISTOMAKESTUDENTSUNDERSTANDHOWTOMAKETHEKNOWNLANGUAGEINTOPR
14、ACTICE,EXPERIENCINGTHEPRACTICALAPPLICABILITYOFLEARNINGLANGUAGE,WHICHISBENIFICIALNOTONLYTOCOMMUNICATETHEIRIDEAS,BUTALSOCANBEAPPLIEDTOMAKETHEGRAMMARSTRUCTUREINTOTHEACTUALDIALOGUE123FROMTHEASPECTOFLANGUAGELEARNINGCONTEXTCOMMUNICATIVETEACHINGMETHODEMPHASIZESCOMMUNICATIVECONTEXTFOREXAMPLE,INDIFFERENTLANG
15、UAGES,GREETINGWAYSAREDIFFERENTCHINESEOFTENHABITUALLYASKSOMEONEWHETHERHEORSHEHASADINNERHOWEVER,INTHEWESTERNCOUNTRIES,THEYOFTERNASKSOMEINTERESTINGTOPIC,SUCHASTHECONDITIONOFTHEWHEATHERTHISREFLECTSTHEDIFFERENTWAYINDIFFERENTENVIRONMENTINTHECOMMUNICATIVETEACHING,ITEMPHASIZESTHELEARNINGINTHESOCIALCONTEXTFO
16、REXAMPLE,THEELDERSPEAKSTOTHEYOUNGERINDIFFERENTWAYTHEREFORE,THESTUDENTSHOULDLEARNTOSPEAKAPPROPRIATELYINTHESOCIALCONTEXT2PRESENTSITUATIONOFCOMMUNICATIVETEACHINGMETHODINCHINABEFOREINTRODUCINGCOMMUNICATIVETEACHING,FOREIGNLANGUAGETEACHINGWIDELYUSESTHETRADITIONALWAYOFTHEGRAMMARTRANSLATIONTHISWAYEXTREMELYS
17、TRESSESTHETEACHINGOFLANGUAGEKNOWLEDGE,IGNORINGTHEDEVELOPMENTOFLANGUAGEABILITIES,SOTHATTHESTUDENTSCANNOTHEARANDSPEAKCLEARLYINTHEREALSITUATIONWHENCOMMUNICATINGWITHFOREIGNERSEVENTHOUGHTHELATERTEACHINGINCLUDESLISTENINGEXERCISE,THISCANNOTAVOIDTHEAWKWARDSITUATIONOF“MUTEENGLISH”INOURFOREIGNLANGUAGETEACHING
18、INTHE1980S,THEUPSURGEOFCOMMNUICATIVETEACINGBEGINSTOAPPEARINTHEWORLD,SOTHEWAYISNATURALLYINTRODUCEDINOURCOUNTRYTHECOMMNUIVATIVEFOCUSESONTHESTUDENTS,EMPHASIZINGORALCOMMUNICATIVEABILITYINTHEREALSITUATION,WHICHJUSTDEALSWITHTHETROUBLEOURFOREIGNLANGUAGETEACHINGFACESTHEREFORE,OURCOUNTRYSPARESNOEFFORTSTODEVE
19、LOPTHECOMMUNICATIVETEACHINGMETHODCOMMUNICATIVLANGUAGETEACHINGHADBECOMETHEMAINANDDOMINABLEMETHODINTHEENGLISHLEARNING,WHILEITSTEACHINGCONCEPTALSOTACKLEDOURCOUNTRYSFACINGDILEMMASOCLTWASCONSIDEREDASTHEIDEALTEACHINGMETHOD,RECEIVINGTHEWARMWELCOME,WHICHGAINEDTHETREMENDOUSADVERTISEMENTANDEVENBLINDWORSHIPAND
20、FOLLOWINGTRENDPHENOMENONBECAUSEOFTHECOMPLEXITYOFENGLISHTEACHING,ITHASBEENRESTRICTEDBYMANYFACTORSINUNDERSTANDINGFORYEARS,SOITISDIFFICULTTOOBJCTIVELYREVEALTHEESSENCEOFTHETHINGSTHEREFORE,OURCOUNTRYSIDEATOCLTISALSOSOMETHINGWRONGINOURCOUNTRY,CLTISADVOCATEDNOMATTERWHATTHEAGEISSOTHATWHETHERINPRIMARYSCHOOL,
21、MIDDLESCHOOLORUNIVERSITYFIELDTHEIROWNSCHOOLSADVOCATETHATTHEYUSETHECOMMUNICATIVELANGUAGETEACHINGBUTTHEFACTISONTHECONTRARYIN2005,PLAUNIVERSITYOFSCIENCEANDTECHNOLOGYSPENTALOTOFMONEYANDMANPOWERTOCARRYOUTTEACHINGEXPERIMENTINTHETEACHINGPROCESS,THETEACHERISNOLONGERTOEXPLAINANDSUMMARIZETHEKNOWLEDGEOFTHEGRAM
22、MARANDVOCABULARYLIJIAN,2012154BUTACCORDINGTOTHETOPICRELATINGTOINTERACTIVEACTIVITIESTHROUGHTHELANGUAGEGAMES,COSPLAY,SCENESIMULATION,SOLVINGTHEPROBLEMANDOTHERFORMS,TEACHERSENCOURAGESTUDENTSTOACTIVELYPARTICIPATEINTHEDISCUSSIONS,SCENESOFCOMMUNICATION,FROMTHEINTERSECTIONTOACCUMULATETHEKNOWLEDGEOFGRAMMARA
23、NDUSESUNFORTUNATELY，THECONCLUSIONISTHATMOSTOFCHINESESTUDENTSCANNOTUSETHEMETHODWELLINTHEOURENVIRONMENTSOITISNECESSARYTOEMPLOREACHINSESCLTINACCORDANCEWITHOURSITUATIONCOMMUNICATIVELANGUAGETEACHINGSTEMSFROMWESTERNCOUNTRIESHOWEVER,BECAUSEOFTHEDIFFERENTOBJECTOFSTUDYANDTHERESEARCHREGION,ASWELLASTHEINFLUENC
24、EOFTHECULTURETRANDITIONANDTHEMODERNSPIRIT,CLTISRETRICTEDBYTHELIMITATIONOFTIMEANDTHEREGIONALCULTURESODUETOTHEVARITEYOFCONDITIONSANDTHEGAPBETWEENWESTANDEAST,CLTTHATWEADVOCATEISREFORMEDBEFOREENTERINGTHECLASS,WHICHINCLUDESFORMALISMEDCOMMUNICATIVEMETHOD,SUCHASUNINTENDEDCOMMUNICATIVEACTIVITIES21THEDEFICIE
25、NCYOFASTRONGWILLABOUTTHESOCIALLANGUAGEENVIRONMENTCOMMUNICATIVELANGUAGETEACHINGASTHEMAINTEACHINGMETHOD,HASSOMEADVANTAGESINTHOSECOUNTRIESWITHTHELANGUGEENVIRONMENTANDSIMILARCULTURE,PERFORMINGCLTISRELATIVELYEASYFOREXAMPLES,STUDENTSINSINGOPOREORINDIA,THEYHAVEMOREOPPORTUNITIESANDCHANNELSTOSPEAK,WHILEINCHI
26、NA,BECAUSEOFTHEDEFICIENCYOFRELATIVELYTRUELEARNINGCONDITION,STUDENTSDONTHAVEINTENTIONSTOSPEAKSOITISNOTREALISTICTOCULTIVATETHELEARNERSCOMPETENCYOFENGLISHLANGUAGEINASINGLEWAYOFUSINGTHECOMMNUICATIVEMETHODTHETEACHINGGOALSHOULDFOCUSONTHEMAJORITYOFTHESTUDENTS,BUTNOTTHEHIGHER,THEBETTERTHETEACHINGMETHODISCOM
27、INGFROMTHEBACKGROUNDTHATTHEUSADESIGNEDFORTHEIRIMMIGRATIONTOQUICKLYGRASPENGLISHANDHOPEDTHATTHEYWEREABLETOINTEGRATEINTOMAINSTREAMCULTUREINUSAINSUCHASOCIETY,ITCREATEDANUMBEROFPEOPLENOTFAMILIARWITHEACHOTHER,BUTTHEYCAMETOGETHERFORTHEMUTUALINTERESTWHILEOURCOUNTRYISQUITEDIFFERENTFROMTHEUSAINTHESOCIALRELATI
28、ONS,CHINESEHAVEACLOSERELATIONSWITHEACHOTHERINMOSTREGIONS,THEWHOLEVILIAGEHASTHESAMEFAMILYNAMEWHERETHEFEATUREOFFAMILYNETWORKSISOBVIOUSTHEREFORE,OURCOUNTRYISALSOCALLED“ACQUAINTANCESOCIETY”PEOPLEDONTHAVEASTRONGWILLTOCOMMUNICATEWITHOTHERSLIKEAMERICANSIFATYPEOFLANGUAGELOSESITSSOCIALENVIRONMENT,ITALSOLOSES
29、ITUTMOSTSUPERIORITYANDBECOMESATRIALWAYINACONSLUSION,THEPERFORMANCEOFCLTINOURCOUNTRYISALACKOFITSPOPULARIZATIONOFBIGSOCIALLANGUAGEENVIRONMENT22THEDIFFERENTSTRUCTUREOFEDUCATION221THETEACHERCOMMUNICATIVELANGUAGETEACHINGHASAHIGHERDEMANDFORTEACHERSABILITYFIRSTLY,THETEACHERHASTOCORRECTLYANALYSETHESTUDENTSN
30、EEDANDINTERSTINORDERTOASSURETHECONTENTOFTEACHINGSECONDLY,THETEACHERSHOULDEFFECTIVELYORGANIZETHECLASSCOMMNUICATIVEACTIVITIESTOCREATEARICHANDCOLORFULLANGUAGESOCIALENVIRONMENT,DURINGWHICHTHETEACHERISNOTONLYAPARNTEROFMUTUALCOMMUNICATION,BUTALSOTHEGUIDEANDANEXAMPLEOFINTERSECTIONTHEREFORE,THETEAHERFACESTH
31、ISPROBLEMTHATTHEYCANNOTREPLACETHESTATIONOFTHESTUDENTORTEACHTHEEXISTINGKNOWLEDGEINTHELIMITOFCLASSTIME,ONTHEONEHAND,THEYHAVETOENCOURAGEANDENLARGEAVARIETYOFCOMMUNICATIVEACTIVITIESANDPRACTICESONTHEOTHERHAND,THEYHAVETOHEAR,OBSERVE,GUIDEANDCORRECTINFACT,INTHEWHOLEOFTEACHING,THETEACHERNEEDTOPLAYDIFFERNTROL
32、ESWRITER,DIRCTOR,ACTORANDSOONSOISITREALISTICFORTHEMTHEREFORE,THEREISNODOUBTTHATCLTISACHALLENGEFORTHETEACHER222THEORGANIZATIONOFTHECLASSACTIVITYCOMMUNICATIBELANGUAGETEACHINGISFOCUSEDONTHESTUDENTTOMAKETHECLASSTEACHINGSOCIABLEBUTBECAUSEOFTHEINFLUENCEOFTHELONGTERMOFTRADITIONALENGLISHTEACHINGMETHOD,MOSTO
33、FSTUDENTSAREUSEDTOPLAYINGPASSIVEANDACCEPTIVEROLESINTHECLASS,THESTUDENTSAREPASSIVETORECEIVETHEKNOWLEDEGFROMTHETEACHER,WHILETHEYDONTKNOWHOWTODEALWITHCLTHOWEVER,INTHEWESTERNCOUNTRIES,DUETOALLKINDSOFPRIORITY,THEYADOPTHESMALLSIZECLASSTEACHINGTHATISSUITABLEFORTHEMODELOFSTUDENTCENTERWHILEINOURCOUNTRYALARGE
34、SUMOFMONEYISPAIDFORTHELANGUAGETEACHING,THEREALIZTIONOFSMALLSIZECLASSISHARDTOBETRUEANDSOISTHEFOREIGNNATIONALITYTEACHERSOCCUPYINGONETHIRDOFTHEWHOLEFACULTYWEDONTHAVETHISOBJETIVEELEMENTARYCONDITIONS,SOWECANNOTBEBLINDTOCOPYTHEPOPULARFOREIGNCOMMMUNICATIVEMETHODS223THETEACHINGMATERIALANDTHEEXAMINATIONSYSTE
35、MBECAUSEOFTHEGREATGAPOFEDUCATIONALSYSTEMBETWEENCHINAANDWESTERNCOUNTRIES,CHINESEEDUCATIONALPOWERISINTHECONTROLOFEDUCATIONBUREAU,NOTINTHEHANDOFTEACHERSSOTHEEDUCATIONBUREAUASKSTHETEACHERTOTEACHSOMETHING,THETEACHERHASTOTEACHTHATTHETEAHERHASNOPOWERTOTALKANDTHETEACHINGMATERIALISALSOINFLUENCEDBYTHEEDUCATIO
36、NBUREAUSOMETIMES,ITEVENASKSTOUSETHESAMEMATERIALINDIFFERENTREGIONSALTHOUGHCLTISWIDELYADVOCATEDINCHINA,THECHINESEEXAMINATIONSYSTEMPREVENTSTHEPERFORMANCEOFCLT,FORCLTCULTIVATESTHECOMMUNICATIVECOMPETENCE,WHILEINTHEREALEXAMSTHEFOCUSISONTHEPAPERANDPENCIL,SPEAKING,READINGANDWRITINGSKILLS23THEDEFICIENCYOFEFF
37、CTIVETESTANDASSESSMENTSYSTEMBYITSELFFROMTHESENIORHIGHSCHOOLENTRANCEEXAMINATION,TOCOLLEGEENTRANCEEXAMINATION,TOCET4/6TOTOEFLANDIELTSETCALARGEVARIETYOFENGLISHTESTSTENDTOFOCUSONTHEASPECTOFGRAMMARANDVOCABULARYABILITYALMOSTTHEREISNOONETESTPAYINGMOREATTENTIONTOTHECOMMUNICATIVECOMPETENCETHATISCONTRADICTORY
38、TOTHEGOALOFCLTSINCETHEAIMOFCLTISTOEXERCISETHESTUDENTSCOMMUNICATIVECOMPETENCE,COMMUNICATIVELANGUAGETESTISWHATWENEEDTHEREFORE,THECURRENTTESTSPRODUCEVERYGREATNEGATIVEIMPACTONOURFOREIGNLANGUAGETEACHINGBESIDES,CLTISALACKOFAPPROPRIATELYEFFECTIVEASSESSMENTINFLUENCEDBYTHETRADITONALGRAMMARTRANSLATIONMETHOD,T
39、HETESTSAREALMOSTTHEMULTIPLECHOICESSTRESSINGONTHEACCURANCYOFLANGUAGENOTTHEFLUENCYANDTHEAPPRORIACYTHEEXAMINATIONEMPHASIZESTHESTUDENTSCONTROLOFTHESYSTEMOFLANUGAGEFORMSASWELLASTHECONDITONOFMASTERINGSOMEABILITIES,WHICHTOSOMEEXTENT,INFLUENCESTHERESLULTOFCLTANDEVENHINDERSITSVIGOROUSPROMOTIONINTHETEACHINGBA
40、SEDONTHEABOVEANALYSIS,WECANSEETHATTHECOMMUNICATIVETEACHINGINTHEIMPLEMENTATIONPROCESSHASENCOUNTEREDALLSORTSOFOBSTACLES,SOPURECLTISNOTSUITABLEFOROURCOUNTRYORBEINGEXSITINGINOURCOUNTRYCLTADVOCATEDBYOURCOUNTRYISFORMALIZEDONE,FORCLTSTRESSESTHEAUTHENTICITYOTCOMMMUICATIVEENVIRONMENTANDLANGUAGETEACHING,WHILE
41、OURCOUNTRYALMOSTADOPTSTHESCENESIMULATIONINTHECLASSTHELANGUGAECLASSROOMENVIRONMENTISNOTASSAMEASTHEREALSOCIALCONDITIONTHEREFORE,THECOMMUNICATIVEAPPROACHTHATISWIDELYADVOCATEDFORTHEVARIOUSSIMULATIONEXERCISESOFTHEREALLANGUAGEENVIRONMENTFROMITSESSENCEISNOTTOCREATEAREALLANGUAGECOMMUNICATIVEENVIRONMENT3MAIN
42、FEATURESOFMIDDLESCHOOLSTUDENTSINLEARNINGENGLISHINOURCOUNTRY,ALOTOFSTUDENTSALWAYSRECEIVETHETRADITONALGRAMMARTRANSILATIONMETHODFROMTHEBEGINNINGOFLEARNINGENGLISHCOURSESSOTHATTHEYAREUSEDTOBEINGPASSIVETORECEIVELANGUAGEKNOWLEDGEPOINTSFROMTHETEACHERBUTIFADOPTINGCLT,THETEACHERWILLFOCUSONTHETRAININGOFTHESTUD
43、ENTSLANGUAGECOMPETENCYINTHECLASS,CARRRYINGOUTSOMEACTIVITIESENCOURAGESSTUDENTSTOCOMMUNICATEINENGLISH,RATHTERTHANTEACHTHELANGUAGEPOINTSTHEYEXPECT,WHICHWILLMAKETHESTUDENTSUNCOMFORTABLESOMEOFTHEMEVENARENOTWILLINGTOACTIVELYTAKEPARTINTHETHEENGLISHCONVERSATIONANDTALKSOMETHINGMEANWHILE,STUENTSAREATDIFFERENT
44、LEVELSIFADOPTINGTHISNEWFORMOFTEACHINGMETHOD,THESTUDENTSHAVINGASTRONGLANGUAGECOMPETENCEWILLBEQUCIKTOADAPTTHEMSLVES,WHILETHEAVERAGEORUNDERACHIEVEDSTUDENTSWILLFEELDIFFICULTTOEXPRESSTHEIRVIEWSTHELATERPARTOFSTUDENTSSOMETIMESWANTTOMAKEACONVERSATION,BUTDONTKNOWHOWTOEXPRESSFROALONGTIME,THEYMAYFEELCONFUSEDAN
45、DEVENLOSETHEINTERSETTOLEARNIT4WAYSOFMAKINGCOMMUNNICATIVETEACHINGAPPROACHEFFICIENTLANGUAGECOMMUNICATIONISTHEAIMOFLANGUAGETEACHINGFROMTHEFEATURESOFCLT,ITISWORTHADVOCATINGAPROMOTIONINCHINA,BUTITMEETSWITHVARIOUSASPECTSOFTHERESISTANCEINORDERTOPUTITINTOPRACTICE,ITISNECESSARYTOADJUSTITSOAFTERREVISING,ITISN
46、OTAPURECLTBUTACHINESEONEANYKINDOFTEACHINGMETHODSARENOTBASELESSORARBITRARY,NOTINVARIANTORCOMPLETELYPERFECTPEOPLESUNDERSTANDINGANDUSEOFANYAKINDOFTEACHINGMETHODHASAPROCESSANDAVARIETYOFTEACHINGMETHODSCANONLYINTHECONCRETETEACHINGPRACTICEGETRICHDEVELOPMENT,SOISTOCLTALTHOUGHCLTHASSOMEPROBLEMSINITSIMPLEMENT
47、ATION,ANYNEWTHINGSONLYTHROUGHREPEATEDPRACTICECANBECOMMONLYACCEPTEDANDUNDERSTOODCLTASANEWKINDOFTEACHINGMETHOD,ITSADVANTAGESCANNOTBEREPLACEDBYOTHERTEACHINGMETHODSTHEREFORE,WESHOULDADOPTALLKINDSOFMETHODSANDSTRATEGIESINORDERTOSTRENGTHENTHEPOWEROFENGLISHCLASSREFORMANDAVOIDTHEBLOCKOFCLTINITSUSESITISALSOBE
48、NIFICIALTOCREATECONDITIONSFORCLTINTHECLASSROOMTEACHING41FROMTHEASPECTOFTHETEACHERTHETEACHERSHOULDENHANCETHEIRLANGUAGECOMPETENCE,SYSTEMATICALLYUNDERSTANDTHETHEORYKNOWLEDGEOFTEACHING,ADOPTUNIQUETEACHINGMETHODSTOACCOMODATETHESPECIALTEACHINGPRACTICEINORDERTOENHANCETHESTUDENTSCOMMUNICATIVEABILITIESEVENTH
49、OUGHCLTISNOTINFAVOROFTHETEACHERCENTER,THEROLEOFTHEMISALSOIMPORTANTTHETEACHERISORGANIZORANDEVALUATOROFTHECLASSINTHEENGLISHCLASSTEACHING,THETEACHERSHOULDFLEXIBLYCOMBINEOTHEREFFECTIVETEACHINGMETHODSINACCORDANCEWITHTHETHESTUDENTSPRACTICALNEEDTHETEACHERSHOULDORGANIZEANDGUIDETHESTUDENTSTOPARTICIPATEINTHEREALLANGUAGECOMMUNICATIONASMUCHASPOSSIBLETHEREFORE,THETEACHERTHEMSELVESFIRSTLYLAYSTRESSONSELFDEVELOPMENT,STRENGTHENINGCOMPREHENSIVELANGUAGECOMPETENCE,BEINGFAMILIARWITHTHEBACKGROUNDOFWESTERNCOUNTRIESCULTURE,COMPREHENDINGTHESTUDENTSMINDASWELLASMASTERINGCOMMUNICATIVEABILITIESM
