【正文】 udy English. However, they are badly lack of the ability to understand some internal meaning or structure of foreign language。 as we are writing, we are municating with those who read our works. Therefore when the teachers use Communicative Approach, they should better explore to what degree the students mand the four skills, instead of putting emphasis on listening and 攀枝花學(xué)院本科畢業(yè)論文 Ⅲ .Existing Problems in the Teacher’s Beliefs and 6 speaking. B. Some Practical Problems If we want to solve the problems in the root, some practical problems need to be rectified. 1. Some Differences Between Reality and Theory Communicative approach aims at drilling the students’ municative ability. Language and municating approach can be mastered through municating. But munication does not refer to exchanges between teachers and students in the classroom, but indicates that students should use English to municate with others in their daily life. They should municate with others in the dormitory, in the shopping center, English club etc. Therefore, it needs a natural context so that the students feel that they live in an English speaking country. However, among the Chinese students, a few of them often speak Chinese instead of English. It is only in the English course that they are forced to express their idea by speaking English, as soon as the English class is over, they think and talk in Chinese. Being lack of English speaking atmosphere, they can not deeply understand what municative approach is. 2. The Teacher’s Problems It was nearly 30 years ago that Communicative Approach appeared in China. So it is a relatively new approach, which needs further improvement. Many middle school teachers do not really understand what Communicative Approach is. As a matter of fact, Communicative Approach is a special teaching approach which is different from the traditional teaching method. The middle school teachers, especially the English teachers should engage themselves in Communicative Approach research. First of all, they have to prepare the lessons carefully and pletely so that they can perform wonderfully in the class. Meanwhile, they play roles of leaders and anizers. Teachers should make effort to guide and anize the students. They 攀枝花學(xué)院本科畢業(yè)論文 Ⅲ .Existing Problems in the Teacher’s Beliefs and 7 should have to mand some skills in case of the incidents in the classroom. Usually, students would ask some strange questions that no one would predict. Facing such questions, what can the teachers do? Teachers should be calm and solve the problems. Before the ending of the class, the teachers should conclude and ment on such questions. Actually, a teacher must be versatile, they must know all kinds of knowledge and abilities such as profound knowledge and well reaction. Lastly, they must be well mand of the target language. However, the English ability of our Chinese teacher are not very optimism, especially in the rural areas, most of the middle school English teachers are badly lack of munication skill when teaching. They can not deal with some incidents in the class, which do not make them a good anizer. Very few middle school English teachers are capable of taking well advantage of municative approach. These three points hinder the development of the application of municative approach in middle school English teaching. 3. The Students’ Problems In china, many students are familiar with the traditional teaching model, they are passive in language learning, and they are accustomed to such a situation: the teacher expresses grammatical points, then the important language points are written down on the blackboard, meanwhile the students mechanically take notes. If teachers adapt the municative approach, some important points are not very clear for them。 關(guān)鍵詞 交際教學(xué)；交際能力；中學(xué)英語課堂 。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。它有諸多優(yōu)點諸如他以按學(xué)生需要取材，教學(xué)過程交際化以求學(xué)用合一，學(xué)得精學(xué)得快為核心，它還根據(jù)兒童的特點教學(xué)。 municative ability。 it stresses the municative ability but neglects grammar, and the testing system is improper. This paper aims at rectifying these shortings in theory and practice. Firstly, we should get rid of some misunderstanding. Secondly, when it is adapted in practice, teachers need to design good introductions in the class and stimulate students’ interests. Thirdly, teachers should create a harmonious atmosphere, and build up a good relationship between teacher and the students. Key words Communicative approach。這種年輕的教學(xué)法在中國中學(xué)英語課堂得以廣泛地吸收和采納。交際教學(xué)法有諸多缺點。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。 therefore it is wrong to separate grammatical teaching from municative ability. 3. Misunderstanding of Communicative Approach As we know, to learn English one must mand four skills. They are listening, speaking, teaching, and writing. Many English teachers of middle school define listening and speaking as municative ability. They believe that the students’ abilities will improve on condition that they have better skill in listening and speaking. As a matter of fact, reading and writing should be two significant factors involved in municative capability. As we are reading, we municate with the author。 good memory。 when it was used in China, we meet many obstacles. But as is known to all, a new idea will be accepted on condition that it must be put into practice for many times. As a new teaching approach, it is mon for municative approach to take the tests. So it needs a very long time to take use of its advantage and widen its adaptation. Though we will meet a lot of problems when using it, we should believe that it will take effects. The following will be better account for this: Firstly, it is necessary to introduce this approach in general. Since people who bring in municative approach did not account for it clearly