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Abstract: the Communicative Approach was produced in the early 1970s and was accepted by the majority of English teachers, which also played a leading role in English teaching.After introducing into China, the Communicative Approach was widely accepted. in particular, it played a very important role in the teaching of English vocabulary teaching, oral teaching, reading teaching.
Key words: Communicative Approach; English teaching; teaching theory
1 The theoretical basis in a Communicative Approach
Communicative Approach is a language features projects, with emphasis on cultivating interpersonal skills. Its purpose is to improve the communicative
Linguistic theoretical basis of the Communicative Approach：
Hymes theory. of communicative competence Communicative Approach. In 1972, Hymes published an article entitled "On communicative competence", he proposed that communicative competence consists of the following four parts: the form of the possibility; to implement to fulfill the possibility; depending on the context whether it is appropriate; whether in fact completed. Four parts, included language skills and grammar, included the feasibility and appropriateness. His communicative competence theory provides a theoretical basis for the later Communicative Approach in English Teaching.
Canale and Swain theory of communicative competence, the early 1980s, the theory of communicative competence in Canale and Swain enriched Hymes's communicative competence doctrine. They believe that the communicative competence: grammatical competence, social language skills, discourse competence, strategic competence. Practice has proved that the doctrine of their interpersonal skills is the guidance of language teaching and testing of programmatic and instructional standards.Early 20th century, Buckman on the basis of previous doctrine, put forward the doctrine of communicative language ability. He believes that communicative language ability is composed of three parts, namely language skills, strategic ability, and psychological mechanis. He made it systematically. Finally, he believes that psychological mechani is included the communicative la
2 Characteristics of the Communicative Approach
Communicative approach, since its inception in the 1970s, has more than 30 years of history. Training students’ foreign language communicative competence has long been a goal of foreign language teaching around the world. to a large extent ,Communicative Approach , content-based language of everyday use, training people the ability to use foreign language to achieve communicative purposes in their daily lives. Communicative teaching process, students are not only active person who practice actively, but also they are one of the social factors that constitute the discourse function of impact drills. Playing in the communication environment, the students' subjective ideas, attitudes, emotions, and cultural enrichment will affect the choice of language forms and language features. Therefore, the organization of the teaching process should be student-oriented. Teachers' responsibility is to provide students with the communicative situation and occasions to help students creatively, to freely express and share their ideas, thoughts. That being the case, you must relax and control requirements should be lowered, as long as the exchange of ideas and misunderstanding can be on the correctness of student speech. But you must maintain a certain speed. Stammered and improper pause will affect the communication, so hey preparatory work before the class.
Its advantages are: great importance to the student's actual needs; emphasis on interpersonal skills training, and help students in a certainsocial environment appropriate to use the target language.
The disadvantages are: how to identify and statistical functions, ideas, projects to be further explored; functional ideas for clues to the organization syllabus, it is difficult to ensure that the arrangement of the system of grammatical items.The communicative approach is more suitable for students to practice situational dialogues; long-term training can develop rhythm and confidence of the students speaking English. Communicative approach is not suitable for the cultivation of students' thinking coherence, and the simulation scenario, after all, will be biased and realities, students or through dictation and reading to enhance accumulation of material of language and language capabilities. In teaching students can be formed the group for scenario exercises, and is provided the form of the English corner, English drama and discussion groups for students to demonstrate their language skills.
3 Communicative Approach in English Teaching
Vocabulary is the key to language learning, no words, no language. Therefore, vocabulary learning is a prerequisite for students to learn English. Issued by the State University English teaching requirements, the students after two years of study at the University should be asked to master the 4500 words and 700 phrases. In the actual study, students were generally reflected the large amount of vocabulary, usage, lack of regularity, although they spend a lot of time to memorize the words, but had little effect. Therefore, study how to learn vocabulary, how to improve the learners' vocabulary has great significance, that’s also the problem what teachers and scholars urgent need to address.
Vocabulary learning is a long-term process of accumulation; only through classroom learning is not enough. Mastery of the vocabulary and the vocabulary of the students inevitably there are individual differences, a unified vocabulary teaching is difficult to meet the students' own needs. Thus, training the students' independent learning ability, culture vocabulary learning strategies is the key to solve the problem. The arrangements for this kind of teaching students learn independently, and in accordance with individual differences to select the articles of moderate difficulty, monitoring and evaluation through classroom report, the independent learning ability to help students to achieve the transition to independent learning to rely on teachers. Its uniqueness lies in thatthe students can choose a certain range of vocabulary learning, more appropriate to their existing level of learning. This also conforms to the current knowledge economy on the talents of the demand - the cultivation of independent innovation capability. Due to scientific and technological progress has brought the rapid update of the knowledge, the challenges faced by the students is no longer just how much knowledge is more important is to he independent access to the
5 occasion of teaching in English rea
Communicative Approach is not a traditional language teaching methods, it is carried out around a series of activities to develop students' communicative competence and spoken in the real scene and context, student-centered classroom teaching, group discussion or dialogue based, fun activities to mobilize the enthusia of the students, and create the opportunities and occasions of the use of a second language to students, increasing the opportunity to practice. In English reading class, the Communicative Approach six use:
5.2 access to relevant background information
Every article has a different background knowledge and expand your knowledge, for students to develop the habits of the preview before class as much as possible to consult the relevant background information to understand the relevant background knowledge, of course, require students to their own independent completed, so that students can be broadly read the article there is an emotional understanding ofa certain awareness of unfamiliar words and phrases, classroom also not be too difficult to accept.
References
Widdowson, H.G.Teaching english as Communication.Oxford: Oxford University Press.1978.
He guangkeng. English Teaching and Research [M].Guangdong Higher Education Press, 2002.
[3] Han ying. The College English vocabulary learning strategic [J]. Education Exploration，2005,(9).
[4] Li xue, Wu minzhi.The Flexibility use of the Communicative Approach in College English Teaching [J]. Journal of Zhejiang Institute of Media & Communications，2005,(4).
Key words: Communicative Approach; English teaching; teaching theory
1 The theoretical basis in a Communicative Approach
Communicative Approach is a language features projects, with emphasis on cultivating interpersonal skills. Its purpose is to improve the communicative
摘自：硕士论文开题报告www.udooo.com
competence of language learners, so that the four skills in language learning: listening, speaking, reading, writing to be further developed. Undeniably the Communicative Approach is an effective way that train students’ language ability, so in the early 1980s, China's famous scholars such as Hu Wenzhong, spreaded communicative teaching approach to China, and occupied an important field of foreign language teaching in China status. According to the new College English Curriculum Requirements, the purpose of college English teaching is to develop students' ability to use English, especially listening and speaking, so that students can use English effectively in oral and written information exchange. Communicative Approach is to adapt to the new course requirements of College English teaching requirements, in particular, has played a positive role in promoting the college oral English teaching level, to improve students' oral proficiency.Linguistic theoretical basis of the Communicative Approach：
Hymes theory. of communicative competence Communicative Approach. In 1972, Hymes published an article entitled "On communicative competence", he proposed that communicative competence consists of the following four parts: the form of the possibility; to implement to fulfill the possibility; depending on the context whether it is appropriate; whether in fact completed. Four parts, included language skills and grammar, included the feasibility and appropriateness. His communicative competence theory provides a theoretical basis for the later Communicative Approach in English Teaching.
Canale and Swain theory of communicative competence, the early 1980s, the theory of communicative competence in Canale and Swain enriched Hymes's communicative competence doctrine. They believe that the communicative competence: grammatical competence, social language skills, discourse competence, strategic competence. Practice has proved that the doctrine of their interpersonal skills is the guidance of language teaching and testing of programmatic and instructional standards.Early 20th century, Buckman on the basis of previous doctrine, put forward the doctrine of communicative language ability. He believes that communicative language ability is composed of three parts, namely language skills, strategic ability, and psychological mechanis. He made it systematically. Finally, he believes that psychological mechani is included the communicative la
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nguage ability. In addition to enriching the elaboration of communicative competence in language skills, he will also produce strategic competence as an independent part of the language ability to deal with, and the relative importance of implementation factors.2 Characteristics of the Communicative Approach
Communicative approach, since its inception in the 1970s, has more than 30 years of history. Training students’ foreign language communicative competence has long been a goal of foreign language teaching around the world. to a large extent ,Communicative Approach , content-based language of everyday use, training people the ability to use foreign language to achieve communicative purposes in their daily lives. Communicative teaching process, students are not only active person who practice actively, but also they are one of the social factors that constitute the discourse function of impact drills. Playing in the communication environment, the students' subjective ideas, attitudes, emotions, and cultural enrichment will affect the choice of language forms and language features. Therefore, the organization of the teaching process should be student-oriented. Teachers' responsibility is to provide students with the communicative situation and occasions to help students creatively, to freely express and share their ideas, thoughts. That being the case, you must relax and control requirements should be lowered, as long as the exchange of ideas and misunderstanding can be on the correctness of student speech. But you must maintain a certain speed. Stammered and improper pause will affect the communication, so hey preparatory work before the class.
Its advantages are: great importance to the student's actual needs; emphasis on interpersonal skills training, and help students in a certainsocial environment appropriate to use the target language.
The disadvantages are: how to identify and statistical functions, ideas, projects to be further explored; functional ideas for clues to the organization syllabus, it is difficult to ensure that the arrangement of the system of grammatical items.The communicative approach is more suitable for students to practice situational dialogues; long-term training can develop rhythm and confidence of the students speaking English. Communicative approach is not suitable for the cultivation of students' thinking coherence, and the simulation scenario, after all, will be biased and realities, students or through dictation and reading to enhance accumulation of material of language and language capabilities. In teaching students can be formed the group for scenario exercises, and is provided the form of the English corner, English drama and discussion groups for students to demonstrate their language skills.
3 Communicative Approach in English Teaching
Vocabulary is the key to language learning, no words, no language. Therefore, vocabulary learning is a prerequisite for students to learn English. Issued by the State University English teaching requirements, the students after two years of study at the University should be asked to master the 4500 words and 700 phrases. In the actual study, students were generally reflected the large amount of vocabulary, usage, lack of regularity, although they spend a lot of time to memorize the words, but had little effect. Therefore, study how to learn vocabulary, how to improve the learners' vocabulary has great significance, that’s also the problem what teachers and scholars urgent need to address.
Vocabulary learning is a long-term process of accumulation; only through classroom learning is not enough. Mastery of the vocabulary and the vocabulary of the students inevitably there are individual differences, a unified vocabulary teaching is difficult to meet the students' own needs. Thus, training the students' independent learning ability, culture vocabulary learning strategies is the key to solve the problem. The arrangements for this kind of teaching students learn independently, and in accordance with individual differences to select the articles of moderate difficulty, monitoring and evaluation through classroom report, the independent learning ability to help students to achieve the transition to independent learning to rely on teachers. Its uniqueness lies in thatthe students can choose a certain range of vocabulary learning, more appropriate to their existing level of learning. This also conforms to the current knowledge economy on the talents of the demand - the cultivation of independent innovation capability. Due to scientific and technological progress has brought the rapid update of the knowledge, the challenges faced by the students is no longer just how much knowledge is more important is to he independent access to the
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ability to update their knowledge, independent thinking and innovation skills.摘自：本科毕业论文答辩www.udooo.com
4.3 role play
Using the communicative approach to spoken language classroom, role-playing activity is to use a role-playing activities are often composed of several short plot, the plot can be realistic, it can be a virtual role-playing the most basic requirement to use virtual character interpretation improvisation role-playing can be very simple, their improvisation by the high degree of control is u源于：论文的写法www.udooo.com
sually a role-playing drama scenario role and vocabulary of students performing scenario consists of three parts in specific operations teachers should explain in detail the scenario because the students always in a certain socio-linguistic scenario, the language form will vary depending on the context changes its meaning, the discourse unit that contains a form of language must be consistent with the social situations they use only for the people to accept any oral or written information expression of the form of tone and acceptable to a large extent depends on linguistic factors outside so the teacher must try to provide students and to create a true realistic verbal communication scenarios for the role of student regulations and introduced some of the background of the role, students left the room for free play in order to arouse students' curiosity and increase their interest in learning, and promote the aspirations of English Communication4.4 topic discussion
Any student interested in things that can become the topic of speaking practice, for example, the matter of public concern is a good public topic, interesting topics make it possible to discuss the persistence of this discussion activities at any time, the duration of the coin and the interest given topic of discussion is a better way to train students coherent skills the aim is to allow students the different stages of knowledge, logical thinking, or thinking in images, a comprehensive analysis processing, the form of speech or report the idea expressed on the classroom between teachers and students, between students and students of mutual understanding, mutual trust and harmonious relationship, and this is to mobilize students' enthusia, initiative and creative is an important factor in the form of discussion of the class can be divided into three categories: verbal notice, or a all report and learned feature-related content and information; the scalability conversation informed of the outline of students by teachers in advance to talk; debate around teacher scalability issues raised by the debate on class as a teaching organization form can be divided into three stages: the first phase of a prepared statement the students according to teachers in selected topics, and fully prepared; The second stage is half intend to speak at this stage, teachers still need to discuss the subject of advance, then the speech is written in outline when students he access to the basic continuity of language ability before use; The third stage is an impromptu speech that teacher before the class discussion without hing to plan to inform students only need to grasp the thematic content and information on basic vocabulary and language means of expression, access to information in connection with the topic to expand horizons, to discuss and express their views, according to the specific circumstances of the students in these three phases combined; part of the problem in advance by students to prepare to stay one or two questions allow students to carry out semi-ready to speak in the class or in an unscripted, teachers may at any time according to student feedback, timely adjustment of the next class teaching teachers to guide the students in the class discussion do not deviate from the topic, and timely that the students in the language to express terms of error, the final seminar make a summary of new tasks and requirements in order to make class discussion more effectively on those psychological qualities, study hard enough self-confidence of students, teachers were presented to them than the simple question, according to the specific circumstances of the students, to attract participate in the discussionIf properly organized to discuss the lesson is to train students to the development of language skills Thinking ability to work independently to carry out the implementation of an effective communicative approach to teaching activities With China's reform and opening up a comprehensive and in-depth, the greater the opportunity to use English to communicate at work requirements to the more skilled use of English to complete communicative tasks students will become the leader in the Communicative Approach in the future work is precisely this objective, the classroom social and real, so that students gradually formed in the classroom and developed the ability to solve problems and completed tasks, especially in the office of student use of language, the knowledge they he learned has a very strong professional and purposeful communicative teaching methods is a chance to study the knowledge of English, but also to students work to bring a good way to help, and teachers should be based on the status of the students, flexible use of the Communicative Approach I believe that the joint efforts of the teachers and students, we can surely Communicative Approach advantage on its head.5 occasion of teaching in English rea
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ding classCommunicative Approach is not a traditional language teaching methods, it is carried out around a series of activities to develop students' communicative competence and spoken in the real scene and context, student-centered classroom teaching, group discussion or dialogue based, fun activities to mobilize the enthusia of the students, and create the opportunities and occasions of the use of a second language to students, increasing the opportunity to practice. In English reading class, the Communicative Approach six use:
5.1 interested in learning
Interest is the best incentive to learning is also an important factor in learning, teaching the key to success. Before the beginning of the reading class, the teacher can give students a read articles related to topics for student discussion and reflection, on the one hand, to mobilize students to mention interest in learning, on the one hand, you can review previously learned knowledge, greater interest by students on textbooks. They learn better.5.2 access to relevant background information
Every article has a different background knowledge and expand your knowledge, for students to develop the habits of the preview before class as much as possible to consult the relevant background information to understand the relevant background knowledge, of course, require students to their own independent completed, so that students can be broadly read the article there is an emotional understanding ofa certain awareness of unfamiliar words and phrases, classroom also not be too difficult to accept.
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6.2 It will be teaching as a method
The communicative approach is only a teaching method, or just a theory, rather than specific real teachings. But in China, many teachers see it as specific teaching methods. So, in the classroom, they just drill the students and said this is the Communicative Approach.6.3 communicative and teaching reality
The communicative approach to the subject is training the students' communicative ability. Language and communication skills through the communication can be mastered and received. But students’ environment living in China is not formed in their mind about the atmosphere of English communication. This did not reach the ideal of communicative approach the object and purpose.6.4 The teacher problems
Communicative Approach came to China only a short period of ten years and it is still in a learning study period. Many teachers on communicative teaching approach still don’t understand. In fact, the Communicative Approach requires teachers a good organizer and guide, fully ready made at any time by the students can not predicted. Before the end of the lesson, the teacher must be the language activities for students in the classroom. English teachers in China's own conditions, especially those in the rural English teachers are not enough in the process of applying the target language communicative competence; they can not handle emergencies on the classroom, and therefore can not play as well the role of a classroom organizer. Furthermore, subject to the intellectual level of the difference between the trained teachers, they are able to understand the nature of the communicative approach and proficient in the target language and language teaching art teachers are few and these are the fatal problems hinder the ooth application of the Communicative Approach.6.5 Test system problems
Communicative Approach aimed at training students' communicative ability, so we need to he communicative tests. Unfortunately, there is currently no way to test specifically for the students' communicative competence. The foreign language curriculum is to help students acquire communicative competence, but we only test students for grammar mastery, and the Communicative Approach The purpose of contradiction. Therefore, the current test extremely has large negative impact on our foreign language teaching.6.6 decision problem
They must be systematic and comprehensive understanding of the communicative approach. If people can well understand this approach, they do not he this abstract theory as specific teaching methods. Secondly, we must take a variety of teaching methods to adapt to China's reality. As the saying goes: "there are many teaching methods, but is not fixed. Communicative approach is only a teaching method is a theory, it sometimes can not really adapt to the reality, as an English teacher, to form our own unique teaching methods, to meet our unique practical, to improve our students' communicative ability is a basic key to solving all the problems. Again, the teachers and students should change their respective roles. As a student, he must shift from a passive listener into an active participant; as a teacher, he must be tranormed into knowledge for classroom organizers. For teachers, it is more urgent. What they should do is to be trained to improve the organizational capacity of language skills and language materials and teaching源于：论文封面www.udooo.com
. We should change the teacher-centered, while the shift to student-centered teaching. Finally, we should change the test system. We test for the means test students' communicative competence, to the main objective of our language courses. Therefore, we should establish a communicative competence Location Test System to replace the traditional test. The new test system should be measured under realistic conditions Abstract: the Communicative Approach in the early 1970s. It introduced into China after the widely popular, and occupied a place in the field of English teaching. the article focuses on the essence of the Communicative Approach in English Teaching problems and proposed solution.References
Widdowson, H.G.Teaching english as Communication.Oxford: Oxford University Press.1978.
He guangkeng. English Teaching and Research [M].Guangdong Higher Education Press, 2002.
[3] Han ying. The College English vocabulary learning strategic [J]. Education Exploration，2005,(9).
[4] Li xue, Wu minzhi.The Flexibility use of the Communicative Approach in College English Teaching [J]. Journal of Zhejiang Institute of Media & Communications，2005,(4).