【正文】 enable them to enter a better college. Under the pressure of having a better further education, many students also think municative classroom is not helpful to them getting result in examination. Teachers with a lack of English proficiencyMost English teachers in middle school are Chinese. They do not have rich knowledge about the culture of Englishspeaking countries. Therefore, they may get lost in some circumstances. Then in municative activities, the teacher may fail to guide students to make meaningful authentic munication.As a resource provider, the teacher must be proficient in English. Most of the input is made by the teacher. Students’ municative petence is promoted more easily if the teacher has a very high level of municative petence. By contrast, if the teacher has a high level of linguistic petence but with low level of linguistic performance, students’ municative petence is unlikely to develop. Misinterpretations of CLTThough CLT has been very popular in English teaching in Chinese middle school, there are still some misinterpretations which obstruct the effective application of CLT in middle school English teaching. The misunderstandings are caused by the confusion of the roles of oral English and grammar in CLT. One falsehood is that CLT doesn’t need grammar。語言是交流的工具，交際法的最終目的是提高學(xué)習(xí)者的交際能力，這也體現(xiàn)了現(xiàn)代社會對語言發(fā)展的要求。這些不利因素包括老師、學(xué)生、班級組織和我國升學(xué)制度等各個方面。三十多年以來，交際法已經(jīng)發(fā)展成為規(guī)模的外語教學(xué)理論和教學(xué)方法，成為當(dāng)今世界各國外語教學(xué)界普遍承認(rèn)和接受的基本原則。 the other is that CLT stresses oral English only. To gain a better understanding of CLT, the thesis discusses it ranging from its development, characteristics, to its principles. Then the writer gives some suggestions according to the current situation of English teaching in our country. Language is a tool of human munication. The final goal of CLT is to improve learners’ municative petence which reflects the requirement of modern language development, and the obstacles that hinder the effective application of CLT in English teaching in Chinese middle school can be conquered.Key Words: CLT (Communicative Language Teaching) application municative petence 摘 要交際法是在20世紀(jì)七十年代由英國語言學(xué)家威爾金斯（）創(chuàng)立的。本文從這些錯誤認(rèn)識和不利因素出發(fā)，分析了阻礙交際課堂的因素。基于對交際法的理解及當(dāng)前我國中學(xué)英語教學(xué)中阻礙交際法有效應(yīng)用的一些因素，文中就如何有效應(yīng)用交際法提出了一些建議。 those whose oral English is not so good would be less confident in showing themselves. Students lack confidenceMost people intend to do their best in the presence of the whole class. They prefer do nothing rather than perform in a bad way. Students’ deficiency in oral English prevents them from expressing themselves, so they choose not to take risk to make mistakes.Students who are poor in oral English would lose confidence and act passively in CLT classroom. In contrast, students who have a better mand of oral English also have the same matter. It relates to their own experience and the teacher’s attitude towards the errors they make. If one has been laughed at before when he made mistakes, he is unlikely to be active in class. He was hurt by that painful experience. In this case, the teacher’s attitude is very crucial. He should guide the students to realize that error is inevitable in municative classroom. He should also guide them to learn from their errors. However, students would feel ashamed if the teacher points out their mistakes directly. Large size of the class Many students are afraid to speak in the presence of a large group of people. Large size of the class put great pressure on them. Students prefer to study in a class with fewer classmates rather than in one with a lot of classmates. Another problem caused by a class of large size is that it would be difficult to carry out municative activities. In middle school in China today, it is a mon thing to have fifty to sixty students in one class. It is hard for the teacher to ensure that all of them have equal opportunity to municate within the limited time. Besides, the teacher’s voice accounts when it es to a large class. Students sitting at the back would have difficulty in hearing clearly the teacher and the students sitting in the front. It may be also difficult for them to see what is written on the blackboard. Lacking municative motivationQuite a lot of students in middle school lack municative motivation in China today. They learn English mainly for the following reasons: First, parents and teachers want them to do so. Second, English is a key subject。B. Communicative desire: The activity must create a desire to municate among students。F. No materials control: The activity should not be designed to control what language the students should use. Task principle“Activities in which language is used for carrying out meaningful tasks promote learning” (Wang Qiang, 2000: 16). Learning is promoted through the activities in which language is used to perform meaningful tasks. They motivate the learners and exploit both the linguistic petence and discourse petence in the texts. Through performing the tasks, the learners are more likely to be confident and effective speakers. That is, they can bee more petent users of the English language. Meaningful principle “Language that is meaningful to the learner supports the learning process” (Wang Qiang, 2000: 16). There must be information gap in municative activities. In real life, munication takes place between two or more people, one of whom knows something that is unknown to others. The purpose of munication is to bridge this information gap. In this way, the language is meaningful to the students who use it.The concept of information gap is one of the most fundamental elements in the whole area of municative language teaching. One of the main jobs for the teacher is to create situations where information gap exist and motivate the students to bridge it in appropriate ways.Cherry says information “can be received only when there is doubt” (1957: 168). If the hearer knows in advance that the speaker will inev