1、仙桃电大提交日期：2010年9月1日The Application of the Communicative Approach In English TeachingYang MeiSeptember 2010ContentsAbstract（ in Chinese）Abstract（ in English）1. introduction2. problem3. problem analysis4. project abjective5. project hypothesis6. project rationale7. project design8. project implement9.
2、data analysis10. project ovalution11Conclusion 论为摘要交际法是在20世纪70年代起源于英国，随后便传到欧美等国，我国在90年代才开始推广这种方法，经过几年的运用以后，英语教学法发生了显著的变化。本文主要介绍了交际法的起源，发展，理论依据及其在英语教学方面的观点，通过与传统教学法的比较，充分证明了交际法是一种合理有效的方法，不过在交际法中还存在着一些不足之处，我也提出了相应的解决方法。关键词： 交际法 理论 应用 提议 AbstractThe Communication Approach was originated in England in 1
3、970s, and then it became popular in European and North American countries. In the early 1990s, this approach began to be advocated in China . After several years of application, the English Teaching in China has taken on a new look . This paper introduces the beginning and development of the approac
4、h,its basic theory,and idea on foreign language teaching,and proves it a reasonable and effective approaches applied in China. At the same time, the paper also points out the disadvantages that appeared in the application of the approach. Finally, some suggestions for improvement are also presented.
5、Key words:The Communicative Approach , Theory, Application, some suggestions The Application of the Communicative Approach In English TeachingEveryone knows it that fostering the students communicative competence is the ultimate goal of English Language teaching is to. Actually, we neglected this po
6、int in the past, English language teaching just served for all kinds of examination. Traditionally, English teaching is carried out by a Grammer-Translation Approach, which is also called Structuralism Approach（appr.S.A.）. Reading and Writing are the major focus; little or no systematic attention is
7、 paid to speaking or listening. For thousands of school learners,foreign language learing means a tedious experience of memorizing endless lists of unusable grammar rules and vocabulary and attempting to produce perfect translations. Students are forced to remember a lot of grammatical rules and lan
8、guage knoeledge but they cant use English freely and appropriately , they are still very poor in oral communicaation. They dare not open their mouth to answer teachers questions. People usually call this “Deaf English” and “Dumb English”. The vice premier li lanqing pointed out that the problem of “
9、Most time,least effective” existed in our countrys foreign language teaching method. Since the early1990s, the communicative Approach（appr.C.A.） has been widely used in China . The Communicative Approach was also called the Functional Approach that was first advocated by some British linguists such
10、as H.G. Wilkins etc.C.A. Compensate the disadvantages of the S.A. Students learn in order to use. By learning in communication, teaching becomes more active, effective and enjoyable. At the same time, some problems emerge.C.A. doesnt fit Chinas old test system, it cuts the grammatical system into pi
11、eces and so some teaachers began to inquire about the reliability of C.A. In my opiniion,C.A. is a reasonable and effective approach, but some adjustment should be made to fit the real situation of Chinas English teaching.I. An Introduction to C.A.1. Beginning of the Communicative ApproachDirect con
12、tact among nations has become more and more frequent because of the rapid development of politics, economics, science ang technology since World War I .Therefore people are forced to pursue perfection, simplicity and practicality in learning. The coming of the information era has shifted peoples att
13、ention to language structure in a sense that language is a communicative vehicle to convey infofrmation. It was logical that methodology of foreign language teaching theoretically explored in depth the major motivation in learning. This ideological trend in theory was the seed out of which C.A. grew
14、. It was intiated when the super international groups were formed for economic reasons afterworld War II.The groups include the EEC, CMEA, and ASEAN and other developed or developing countries. The approach emerged in EEC and it was first applied in English teching, The first paper was drafted by Re
15、neRichterch in 1972 under the title of a model for the Definition of language Needs by adults. In this paper he provided varied situations in which a student might have to use the target language , the roles he might have to play , and the comminicative activities in which he might have to participa
16、te. This model later laid a solid foundation for C.A. In 1973 J.A.Van Eke proposed The Threshold level, in which he divided verbal behavior into two parts:（1） The performance of language functions .（2） Expression of notion.Van EK is the first man to make a distinction virtually among notion, functio
17、n and communication. In 1976, D.A. Wilkins published his Motional Syllabuses. He consideered communication as the function of language ,not the result of speech act. At the same time, this fashionable approach was named the Notional-Functional Approach.Since the appearance of the Notional-Functional
18、 Approach, there has been a hot argument between the British and American linguists, In 1971, the switch of attention was shifted it teaching the language as communicative competence proposed by D.A. Hymens. He highlighted the distinction among the three concepts let notion, function and communicati
19、on. Notion is a unit of thinking, function is an expression of notion in language and Functions Categories became desolate gradually and gave way to communicative competence. From then on the Communicative Approach has been viewed as the development of the Notional Syllabus and Functional Categories
20、, or as a new approach, which has spread the world over .It was not until 1979, when the communicative Approach to language teaching by C.J.Brumfit and K.Johnson was published, that the term “Communicative Approach”became popular formally as an independent approach.In 1989,L.G. Alexander, writer of
21、new concept English made a speech in China, holding that methods or approaches before C.A. belong to traditional category in which structure and vocabulary are only considered. Both his New Concept English and look,listen and learn are products of the traditional methods. The C.A. is doing things th
22、rough language. It contains ten elements as function, general notions ,specific notion , setting, struture and vocabulary, and physical gestures and facial expressions,etc. All this can be viewed as the latest developing of communicative approach.2.The connotation and varieties of the Communication
23、Approach“Doing things through language” is just the latest proposition about C.A.Howeve, the exact connotation of C.A.has a strong version and a weak one. The strong version claims that the acquisition of foreign language is the product of communicative activities, not the purpose for them. It advoc
24、ates using language to learn it. Studentsknowledge of the target language is the outcome of communicative activity. They must use their capacities in the activity to learn the new language and first develop their communicative competence.The weak version claims that learning is to facilitate communi
25、cation, so knowledge is useful students are supposed not only to learn a foreign language, but also to learn how to use it . It holds that students learnstructures first, then their abilities to use them be developed. From the viewpoint of the weak version, some linguists and methodologists in Brita
26、in took the lead in creation an English environment for speaking and in employing native speakers to help train students abilities to use English practically. They had previewed and solved the grammar points before class, paving the way to improve their skills in practice, especially their speaking
27、skill. Their need concentrates on language use rather than language form and it encouraged textbook writers to arouse students intrest in learing and draw their attention by using more communicative techniques while they were writing the materials, such as using conversations, games imitation, liste
28、ning and composition writing, and so on.To acquaint ourselves with tha main varieties of C.A. can help us to understand well the C.A., its teachingmods and textbooks.（1）M.A.Hallidays systematic grammar as an initiator of systematic grammar. Hallidays major contribution to language teaching is to lin
29、k linguistic forms with their functions so as to keep the consistency of language and language use.（2）Widow sons syllabus. This syllabus is characterized by such facts that language teaching is based on communication and opposed to systematization and gradation.3.The theoretical base and historical
30、origin of C.A.The theory basement of C.A. is that learing a foreign language is not to master its structures for forms, but to develop students communicative competence. This idea contains two related but not agreeable views. One is initiated from Coonskins generative transformational theory and the
31、 other front Hymens communicative competence.（1） Hymens theory of communicative competencelinking language learing with sociolinguistic activity. Hymens and his colleagues belived that language could not exist without social context. According to this belief , Hymens proposed a theory of communicati
32、ve competence, which included four respects in terms of both knowledge and ability to use language :a. whether to be able to know the agreement of language form and grammatical rules.b. whether to be able to know how to use and respond to different types of speech acts.c. whether an acceptable language forrm is appropriate in relation to a context in which it is used and evaluated.d. whether to be able to know the frequent use of language forms.It is clear that Hymens stressed
