【正文】 s 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。針對以上不足之處，本文提出了一定的見解。它要求英語學習的學以致用。 middle school English class。 本 科畢業(yè)論文 交際法在中學英語課堂的應用 學生姓名 ： 學 生 學號 ： 20xx10206062 院 （ 系） ： 外國語學院 年級專業(yè)： 20xx 級英語本科 3 班 指導教師 ： 二〇〇七年五月 The Application of Communicative Approach to English Class of Middle School Qing Xiaoqing Under the Supervision of Fan Xiying School of Foreign Languages and Cultures Panzhihua University May 20xx 攀枝花學院本科畢業(yè)論文 Contents Contents Abstract ...........................................................................................................................I Key Words.......................................................................................................................I 摘 要 .............................................................................................................................. II 關鍵詞 ............................................................................................................................ II Introduction .................................................................................................................... 1 Ⅰ . Communicative Approach ....................................................................................... 2 A. Four Skills ............................................................................................................. 2 B. Two Versions of Communicative Approach .......................................................... 2 Ⅱ .Features of Communicative Approach...................................................................... 3 Ⅲ .Existing Problems in the Teachers’ Beliefs and Practice of Communicative Approach ........................................................................................................................ 4 A. Problems in the Teachers’ Beliefs ......................................................................... 4 1. Taking Communicative Approach as a Method ................................................. 4 2. Stressing Language Structures ........................................................................... 5 3. Misunderstanding of Communicative Approach ............................................... 5 B. Some Practical Problems....................................................................................... 6 1. Some Differences between Reality and Theory ................................................. 6 2. The Teacher’s Problems ..................................................................................... 6 3. The Students’ Problems...................................................................................... 7 4. Fluency or Accuracy .......................................................................................... 8 5. Improper Testing System ................................................................................. 10 Ⅳ . Ways to Apply Communicative Approach to Practice ........................................... 10 Rid of the Misunderstanding ................................................................... 10 B. Designing the Introduction in the Class .............................................................. 11 Students’ Interests, and Enhancing Their Desire of English Learning.............................................................................................................................. 12 up a Good Relationship Between Teacher and Students ....................... 12 the Students and Meet Their Needs...................................................... 13 攀枝花學院本科畢業(yè)論文 Contents F. Focusing on Communicating and Teaching Approach ........................................ 14 Conclusion ................................................................................................................... 17 Acknowledgements ...................................................................................................... 19 Bibliography................................................................................................................. 20 攀枝 花學院本科畢業(yè)論文 Abstract I Abstract Communicative approach appeared in the 1950’s， 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 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 municative function of the language. Communicative approach helps the students to learn concisely and lively. Communicative approach 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 municative approach. For example, it puts emphasis on fluency but neglects accuracy。 stimulation 本科畢業(yè)論文 摘要 II 摘 要 交際教學法在中國的發(fā)展僅三十年的歷史。但是交際教學法仍有許多不足之處有待我們改進。我們從應做到消除一些理論上的誤解 . 在實踐上教師應 設計適合學生的引入的同時要創(chuàng)造和諧的學習英語的環(huán)境，組織學生進行交流。 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 wit