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1、Communicative Approach and Its Application in Middle School Classroom Teaching Abstract：With the development of our national economy and the entry of China into WTO, efforts should be made in response to the call of job market for new talents and skills; at the same time, economic globalization make
2、s the communication increasingly frequent around the world. This also challenges our English teaching. A need for a functional command of English in the field of industry, science, and technology, commerce, tourism and so on has been created. As a result, a corresponding change in the methodology of
3、 teaching foreign language is also desirable. Therefore, more and more English teachers apply the communicative approach to the English teaching and their teaching result proves that communicative approach is an effective teaching method. The present essay discusses the origin, principles of communi
4、cative approach, circumstances of applying this method in Middle School classroom teaching, and how to develop students communicative competence.Key words: communicative approach, application, principle, and communicative competence. 摘要：中国加入WTO给国人带来新的机遇和挑战，经济全球化促进全球交流日益频繁，英语已成为国家间交流的必不可少的语言工具。同时，这给外
5、语教学，特别是英语教学方法带来巨大的挑战，越来越多的英语教师将英语交际教学法运用于教学中，教学实践也证明了交际教学法是一种行之有效的方法，交际教学法在中学课堂的可行性尤其明显，它可以充分调动学生的积极性，达到寓教于乐的效果。文章主要谈及交际教学法的起源、原则、目前中学英语交际教学法应用状况、在未来的教学实践中，如何培养学生的交际能力等方向，有着十分深远的意义。关键词：交际教学法，应用，原则，交际能力ContentsAbstracti摘要iiContentsiiiIntroduction1 1. Communicative Approach11.1 The origin of communica
6、tive approach11.2 Principles of communicative approach22. The Circumstance of Present English Teaching42.1 The adopted methods of English teachers nowadays42.2 The situation of present students learning63. How to Foster Communicative Competence in Middle School Classroom Teaching7 3.1 What is the co
7、mmunicative competence? 7 3.2 Three principles should obeyed in communicative approach8 3.3 How to develop students communicative competence?8Conclusion13Bibliography14Acknowledgement15IntroductionAs we know, we are in the period when economy is developing rapidly and international association becom
8、es more frequent. English is our inescapable means of communication, in other words, English has become a kind of language -Pu tong hua on the earth. Nowadays, students study English in order that they can apply it to real life. Language develops in the process of communicative, so the best way of l
9、earning English well is to learn it by communicating. Now how to improve students English communicative competence is getting more and more important. In my opinion, the communicative approach to English language teaching is a good method of English teaching in which the teacher become an organizer、
10、a helper、and a judger and the students are the center of teaching. The application of communicative approach to English teaching can not only hasten the process of English teaching but also stimulate the motivation of students learning the language. Therefore, what should we do at present is to make
11、 the Middle School Classroom a tiny society as well as a place of foreign language teaching.1. Communicative Approach 1.1 The origin of communicative approachThe communicative approach to English language teaching is also called communicative approach, or National-Functional Approach. It is a kind o
12、f foreign language teaching founded by Christopher Candi and Henry Widdowson in the late 1960s, in the early 1980s, the Canadian scholar Canale and Swain complemented it and American scholar Bachman furthered its development between the late 1980s and the early 1990s. Since 1960s, the economy in adv
13、anced countries has speeded, the communication in all parts of these countries were frequent. At the same tine, the research of language teaching theories had new breakthrough. In order to satisfy the increasingly necessity of society, a new language teaching method -the Communicative approach was p
14、roduced.1.2 Principles of communicative approachThe communicative approach seeks to overcome the weakness of the traditional approach and come up with new innovations. It incorporates present cardinal learning theories and reflects the law within linguistic, psycholinguistic and sociolinguistic theo
15、ries. This approach advocates the following principles, which will guide language learning and teaching.a. Pay emphasis on developing the communicative competence that includes the linguistic competence; the knowledge of forms and the knowledge of the functions language is used for. It stresses lang
16、uage use rather than language form.b. It has a tendency to favor fluency-focused rather than accuracy-focused activities. Students acquire language form through appropriate language input and meaningful classroom interaction.c. Everything that is done with a communicative intent. Communicative tasks
17、 are achieved through the language rather than simply exercised on the language.d. It encourages students to take part in communicative activities actively rather than just listen to or follow the teachers. Students are seen as more responsible managers of their own learning. They are, above all, co
18、mmunicators. They learn to communicate by communicating.e. It understands that students are of different standards rather than a “lock-step” approach (in which, all students go through the same materials at the same speed.)f. Authentic materials are favored. “It is considered that desirable to give
19、students an opportunity to develop strategies for understanding language as it is actually used by native speakers.” (Larse-Freeman) 6 g. Activities are often carried out by students in small groups, in pairs in order to maximize the time allotted to each student for learning to negotiate meaning.h.
20、 Not all the errors should be corrected. Errors are tolerated and seen as natural outcome of the development of communicative skillsi. No teacher intervention. The activity must be designed to be done by the students working by themselves rather than with the teachers. The activity should not involv
21、e the teacher correcting or evaluating how the students do the activity, although it could involve some evaluation of the final“product ”of the activity when the activity is over. This assessment should be based on whether the students have achieved their communicative purpose, not whether the langu
22、age they used was correct2According to the above principles, therefore, training communicative competence should be the target of a language teacher. Teachers should regard the necessity of students communication as their starting point of teaching and use different registers according to different
23、goals in English teaching. In communicative activities teacher should act as an organizer, helper and judger, let students play the leading part. The drill of listening, speaking, reading and writing must be helpful to training students communicative competence. Moreover we must pay attention to stu
24、dents psychology. Only when students have strong motivation and they are getting involved in teaching, can their internal potentials be developed. In teaching we not only pay attention to the accuracy of language used by students but also pay attention to the fluency. From these, we may see English
25、teaching should be filled with interaction that is to say we must learn the language by using it. 3 2. The Circumstance of Present English Teaching2.1 The method of English teaching teachers usedDuring the period of my teaching practice, Ive noticed that most of the English teachers teaching is exam
26、ination-oriented. In Middle School Classroom teaching, teachers, in most cases, adapt traditional method of ELT, whose characteristics are very helpful for students to get high scores. The teacher usually plays a central role, with the students participating in various activities, and expounds gramm
27、atical rules and sentence patterns, giving translation when necessary. Emphasis is laid upon grammar, language points and accuracy of language rather than its application. However, what are the consequences of this kind of teaching method? Fist, too much attention to the literal meaning and grammati
28、cal usage of the words make the learning atmosphere dull and boring and ignore their use in real situation. Although students recognize English words or sentence patterns, they cannot use them appropriately in real communication. For example, if meet a foreigner you know occasionally in the street,
29、you will probably greet she or he by asking “Where are you going?” at the beginning of learning English. However, in real communication, it is better to greet others through talking with them about the weather or greeting words like “How do you do?” “How are you recently?” and so on. Second, in the
30、teaching of the grammar, more emphasis is placed on the grammatical forms and use of the language, not on its use. As a result, students may make grammatically correct sentences but they cannot perform some basic communicative functions in the target language, such as asking for the road or for the
31、help. Furthermore, because of lack of practice, and negligence of students communicative competence, namely, listening, speaking, reading, writing, they fail to express themselves properly in real situation. For example, there is a dialogue between a boss and an employeeEmployee: Hi, manager. I thin
32、k you should give a rise of my salary. Boss: How much do you want?Employee: I want a rise of 200 Yuan because I work harder this year.Boss: It is too high.There are no grammatical mistakes in their conversation, but they simply sound inappropriate. They dont suit their social status. Third, in the t
33、eaching of the text, since the teacher does it word by word or sentence by sentence, students cannot understand the text as a whole, let alone appreciate the writing style.2.2 The situation of present students learningBecause of the traditional method that teachers used, students are usually in a pa
34、ssive position, no time to think, digest, and absorb what the teacher explains. It is often the case that students become tired of what is taught in the dull atmosphere of the classroom. Moreover, students take old-fashioned teaching measures. They only depend on a book, a few pieces of chalk and th
35、eir mouth to carry on the teaching that students interest in English cant be stirred thoroughly. At the beginning of studying English, students feel fresh, and they study hard, but the teachers dont guide them properly and they are not clear about the purpose of English study. In class they feel tha
36、t the study is dry as dust. After some time, most students lose their interest in studying. Nowadays, if you go to Middle School class of English teaching, you will find that few students are good at English because of their interest in English. Some students gradually lose their interest because of
37、 the out-of-date teaching method, which makes them feel sleepy in class. Others seemingly give up this subject. So what should we do to change the circumstance? In my opinion, the best way is to apply the communicative approach to English language teaching. 3. How to Foster Students Communicative Co
38、mpetence3.1 Whats communicative competence? The term communicative competence is used in contrast to Noam Chomskys term linguistic competence, which is understand as the tacit knowledge of language structure and the ability to use this knowledge to understand to produce language. For Chomsky, compet
39、ence simply means knowledge of the language system: grammatical knowledge in other words. In Hymess (1979:15) words, “there are rules of use without which the rules of grammar would be useless “, which simply means, besides grammatical rules, language is governed by rules of use, which ensure that t
40、he desired or intended function are performed and the language used is appropriate to the context.According to Hymes (1979), communicative competence includes four aspects: 2a. Knowing whether or not something is formally possible (grammatically acceptable), which is roughly equivalent to Chomskys l
41、inguistic competence.b. Knowing whether something is understandable to human beings;c. Knowing whether something is in line with social norms;d. Knowing whether or not something is in fact done: Do people actually use language this way?In other words, communicative competence entails knowing not onl
42、y the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situation. Communicative competence includes knowledge of what to say, when, how, where and to whom.3.2 Three principles should be obeyed in communicative approach teachingAlthough
43、peoples understanding of communicative language teaching varies, the following three principles, which have been suggested by Richards and Rodgers (1986:72), have been generally agreed upon:2a. Communicative principle: Activities that involve real communicative promote learning.b. Task principle: Ac
44、tivities in which language is used for carrying out meaningful tasks promote learning.c. Meaningfulness principle: Language that is meaningful to the learner supports the learning process.3.3 How to develop students communicative competenceAs we know, the goal of CLT is to develop students communica
45、tive competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. In language teaching practice, the communicative competence is to develop learners language skills, namely, listening, speaking, reading an
46、d writing. However, as teachers of English, they must train and exert students initiative, activity and independence, exerting all their strength to act as organizers, helpers and judgers. Since forty-five minutes is the key to success, a teacher should make good use of the precious time and create
47、a good language environment for the students, providing them a chance to listen. Students English studying begins with listening; teachers should give them more opportunities to listen to the language spoken. When it comes to listening, teachers should speak English slowly and correctly because only
48、 when students listen clearly and accurately, can they speak well. When they speak correctly and their teacher praises them, they will be encouraged greatly. In Middle School classroom, in order to improve students ability of listening, teachers can choose different conversations in all kinds of situations, which are good for listening. Such a
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