论文部分内容阅读
Abstract：Communicative Language Teaching（CLT） can promote learners’ communicative competence in the target language，and it can definitely contribute to the English education reform in China.However，some problems of adopting CLT can not be ignored.
Key words：communicative language teaching；communicative competence；English education reform
1Advantages of CLT
The notion of communicative competence，proposed by Hymes in 1972[1]，claims that the acquired communicative competence not only indicates the grammatical ability，but also the ability to use the language appropriately to perform certain functions in the certain context，such as influencing others’ behaviors，connecting interaction with others，expressing personal meanings and feelings，etc.
Unlike the audio-lingual and grammartranslation methods which ignore the usage of language in real life，Communicative Language Teaching（CLT）aims for developing students’ communicative competence by bringing real-life situations into the language classroom.It emphasizes ‘meaning’ not ‘form’ during language learning.The process from ‘focus on form’ to ‘focus on meaning’ is a gradual continuum，not mutually exclusive alternatives[2].The entire continuum consists of four stages：focus on form，focus on form（plus meaning），focus on meaning（plus form），and focus on meaning.However，the classification of each stage is not objectively methodological，but largely depends on the extent to form and meaning.CLT also advocates that learners should be encouraged to achieve fluency in the first place，and then to achieve the accuracy of utterance.Learners should also be exposed to the real language environment with the use of authentic language materials.Besides，the teachers role should be changed from the dominator to the facilitator.
2Problems and Suggestions of Adopting CLT in China
Because of the conspicuous advantage of CLT，many educators in China highly advocate this teaching approach to replace the dominated grammar-translation method，which is the main reason that causes Chinese students’ low proficiency in communicating in English.However，some problems of adapting CLT to Chinas context are inevitable[3].The large class size，teachers’ inadequate language knowledge and teaching techniques，the test-oriented assessment，and lack of the proper authentic teaching materials could all account for the occurring of the problems.To solve the problems，some factors should be emphasized，such as combining accuracy and fluency，making the class more student-oriented，adding language usage sections that measure students’ integrated English skills. Ryans suggestions also shed light on tackling problems of adopting CLT in English classes in China[4].For instance，the teacher needs to provide adequate feedback to motivate students and to enable them to notice their progress.In addition，the teacher should clarify goals by providing specific daily agenda during each class.Whats more，the teacher should establish a coach-friend relationship with students，setting up strict classroom principles as well as productive learning atmosphere.
3Conclusion
CLT can cultivate students’ communicative competence in the target language，and the advance of CLT can definitely contributes to English education reform in China.However，the problems of applying CLT in English classes in current China can not be ignored.Given the actual education situation in China，CLT should be adapted accordingly.With the teachers’ awareness of situational constrainsand their receiving some professional training，the difficulties and problems during the adoption of CLT can be overcome.
References：
Hymes，D.H.On Communicative Competence.Harmondsworth，England：Penguin，1972.
Littlewood，W.Form and Meaning in Language-teaching Methodology.Modern Language Journal，1980（64）：441—445.
Ye，J.Adapting Communicative Language Teaching Approach to Chinas context.Sino-US English Teaching，2007（10）：29—33.
Ryan，S.B.Overcoming Common Problems Related to Communicative Methodology.The Internet TESL Journal ITESLJ，2001（12）：11.
Key words：communicative language teaching；communicative competence；English education reform
1Advantages of CLT
The notion of communicative competence，proposed by Hymes in 1972[1]，claims that the acquired communicative competence not only indicates the grammatical ability，but also the ability to use the language appropriately to perform certain functions in the certain context，such as influencing others’ behaviors，connecting interaction with others，expressing personal meanings and feelings，etc.
Unlike the audio-lingual and grammartranslation methods which ignore the usage of language in real life，Communicative Language Teaching（CLT）aims for developing students’ communicative competence by bringing real-life situations into the language classroom.It emphasizes ‘meaning’ not ‘form’ during language learning.The process from ‘focus on form’ to ‘focus on meaning’ is a gradual continuum，not mutually exclusive alternatives[2].The entire continuum consists of four stages：focus on form，focus on form（plus meaning），focus on meaning（plus form），and focus on meaning.However，the classification of each stage is not objectively methodological，but largely depends on the extent to form and meaning.CLT also advocates that learners should be encouraged to achieve fluency in the first place，and then to achieve the accuracy of utterance.Learners should also be exposed to the real language environment with the use of authentic language materials.Besides，the teachers role should be changed from the dominator to the facilitator.
2Problems and Suggestions of Adopting CLT in China
Because of the conspicuous advantage of CLT，many educators in China highly advocate this teaching approach to replace the dominated grammar-translation method，which is the main reason that causes Chinese students’ low proficiency in communicating in English.However，some problems of adapting CLT to Chinas context are inevitable[3].The large class size，teachers’ inadequate language knowledge and teaching techniques，the test-oriented assessment，and lack of the proper authentic teaching materials could all account for the occurring of the problems.To solve the problems，some factors should be emphasized，such as combining accuracy and fluency，making the class more student-oriented，adding language usage sections that measure students’ integrated English skills. Ryans suggestions also shed light on tackling problems of adopting CLT in English classes in China[4].For instance，the teacher needs to provide adequate feedback to motivate students and to enable them to notice their progress.In addition，the teacher should clarify goals by providing specific daily agenda during each class.Whats more，the teacher should establish a coach-friend relationship with students，setting up strict classroom principles as well as productive learning atmosphere.
3Conclusion
CLT can cultivate students’ communicative competence in the target language，and the advance of CLT can definitely contributes to English education reform in China.However，the problems of applying CLT in English classes in current China can not be ignored.Given the actual education situation in China，CLT should be adapted accordingly.With the teachers’ awareness of situational constrainsand their receiving some professional training，the difficulties and problems during the adoption of CLT can be overcome.
References：
Hymes，D.H.On Communicative Competence.Harmondsworth，England：Penguin，1972.
Littlewood，W.Form and Meaning in Language-teaching Methodology.Modern Language Journal，1980（64）：441—445.
Ye，J.Adapting Communicative Language Teaching Approach to Chinas context.Sino-US English Teaching，2007（10）：29—33.
Ryan，S.B.Overcoming Common Problems Related to Communicative Methodology.The Internet TESL Journal ITESLJ，2001（12）：11.