【正文】 根據(jù)兒童的特點教學(xué)。它要求英語學(xué)習(xí)的學(xué)以致用。但是交際教學(xué)法仍有許多不足之處有待我們改進(jìn)。交際教學(xué)法有諸多缺點。諸如它重流暢性輕準(zhǔn)確性，重交際輕語法，不適宜的考試制度等等。針對以上不足之處，本文提出了一定的見解。我們從應(yīng)做到消除一些理論上的誤解 . 在實踐上教師應(yīng) 設(shè)計適合學(xué)生的引入的同時要創(chuàng)造和諧的學(xué)習(xí)英語的環(huán)境，組織學(xué)生進(jìn)行交流。同時學(xué)生也應(yīng)該充分發(fā)揮自己學(xué)習(xí)的主動性在英語課堂中多交流多應(yīng)用英語。 關(guān)鍵詞 交際教學(xué)；交際能力；中學(xué)英語課堂 。 刺激 攀枝花學(xué)院本科畢業(yè)論文 Introduction 1 Introduction Communicative approach appeared in the 1950’s， and it has been widely adopted and achieved a lot such as the improvements of listening ability, municating ability and reading ability. However, it still has some disadvantages. The fluency of language certainly is important, but its accuracy shouldn’t be neglected. Whether grammar teaching 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， municative approach should be carefully researched. How do we use the existing theory? How do we correct the current mistakes on municative approach? How do we improve middle school students’ prehensive ability? All these questions will be provided with answers. 攀枝花學(xué)院本科畢業(yè)論文 Ⅰ . Communicative Approach 2 Ⅰ . Communicative Approach In order to answer the question of what is municative approach, we must firstly try to define what municative petence is. According to Littlewood, an English linguist, a person’s municative petence can be summarized as four broad domains of skill. A. Four Skills Firstly, the learner must attain as high a degree as possible of linguistic petence. Secondly, the learner must distinguish between the forms that he has mastered as part of his linguistic petence, and the municative functions that they perform. Thirdly, the learner must develop skills and strategies for using language to municate meaning as effectively as possible in concrete situations. Fourthly, the learner must bee aware of the social meaning of language forms. (Littlewood ) B. Two Versions of Communicative Approach There are two versions of municative approach, one is the strong version of municative approach, and the other is weak version. Strong version of municative approach advances the claims that language is acquired through munication.. It is not necessary for the students to pay special attention to English learning。 they would pick up the grammatical principals during the municative procedure. Within this version, one uses English to learn it. The weak version of municative approach stresses the importance of providing learners with opportunities to use their English for municative 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攀枝花學(xué)院本科畢業(yè)論文 Ⅱ .Features of Communicative Approach 3 one learns English to use it, namely only if one learns English well firstly, and can he have the ability to municate with others. However, such description separates the English learning from approach. In China, most junior English teachers adapt weak version of municative approach. During the language teaching procedure, 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. 4350) Ⅱ .Features of Communicative Approach In order to understand municative approach better, we should carefully study its features. Here we analyze eight features in detail. Firstly, focus on meaning. In the municative approach, the meaning seems much more important. When you are municating with the students, you not only have to emphasize the fluency, but also have to emphasize its meaning. Secondly, one should learn to municate. It means that one learns English to use it. Most people think that one should use English to learn it, which is a wrong idea. In the English class of middle school, the purpose of learning English is to help the students municate in English. Thirdly, any device which helps the learners is accepted, but it should be varied according to the age interests. In the English class of middle school, the atmosphere is significant. Therefore, some devices such as photos, media player, and puter software should be provided to induce the students’ interests. Fourthly, prehensive pronunciation is sought. When we adapt municative approach, the fluency is emphasized. Meanwhile, its pronunciation should also be sought. Fifthly, translations may be used where students need or benefit from them.攀枝花學(xué)院本科畢業(yè)論文 Ⅲ .Existing Problems in the Teacher’s Beliefs and 4 According to the feature of the middle school students, the teacher should translate some difficult sentences for them, then they can recite them to use naturally. Sixthly, reading and writing can start from the first day, if desired. Reading and writing are two important factors in the English class. In the municative approach, reading and writing are also conducive to municating. Seventhly, fluency and acceptable language is the primary goal, and accuracy is judged by the context. It is known that fluency is the goal of municative approach. When we use English we should not just focus on how to choose a correct word, actually, we should speak with fluency. Then, the accuracy is also required according to the context. Eighthly, students are expected to interact with other people through pair work and group work, or in their writings. In order to improve the students’ municative ability, the teacher