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1、交际法在中学英语课堂的应用The Application of Communicative Approach to English Class of Middle SchoolAbstractCommunicative approach appeared in the 1950s，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
2、 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
3、 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 abilit
4、y 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 st
5、udents 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
6、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IntroductionCommunicative approach appeared i
7、n the 1950s，and it has been widely adopted and achieved a lot such as the improvements of listening ability, communicating ability and reading ability. However, it still has some disadvantages. The fluency of language certainly is important, but its accuracy shouldnt be neglected. Whether grammar te
8、aching should be emphasized in teaching remains a problem. Communicative approach must be applied to English class according to Chinese educational situation. Especially in middle schools，communicative approach should be carefully researched. How do we use the existing theory? How do we correct the
9、current mistakes on communicative approach? How do we improve middle school students comprehensive ability? All these questions will be provided with answers. Communicative ApproachIn order to answer the question of what is communicative approach, we must firstly try to define what communicative com
10、petence is. According to Littlewood, an English linguist, a persons communicative competence can be summarized as four broad domains of skill.A. Four SkillsFirstly, the learner must attain as high a degree as possible of linguistic competence.Secondly, the learner must distinguish between the forms
11、that he has mastered as part of his linguistic competence, and the communicative functions that they perform.Thirdly, the learner must develop skills and strategies for using language to communicate meaning as effectively as possible in concrete situations.Fourthly, the learner must become aware of
12、the social meaning of language forms. (Littlewood w.6)B. Two Versions of Communicative ApproachThere are two versions of communicative approach, one is the strong version of communicative approach, and the other is weak version.Strong version of communicative approach advances the claims that langua
13、ge is acquired through communication. It is not necessary for the students to pay special attention to English learning; they would pick up the grammatical principals during the communicative procedure. Within this version, one uses English to learn it. The weak version of communicative approach str
14、esses the importance of providing learners with opportunities to use their English for communicative purpose, and characteristically attempt to integrate such activities into a wider program of language teaching. According to what has been described, we get the information that one learns English to
15、 use it, namely only if one learns English well firstly, and can he have the ability to communicate with others. However, such description separates the English learning from approach. In China, most junior English teachers adapt weak version of communicative approach. During the language teaching p
16、rocedure, most of the teachers remain apply the old teaching method into practice, and they only stress on language structure. The author of the dissertation believes that one should use English to learn it, which should be supported in middle school English teaching. (Stern. 43-50).Features of Communicative ApproachIn order to understand communicative approach better, we should carefully study its features. Here we analyz
