【正文】 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 should create an atmosphere suit to municate. There are various ways, for example, through pair working, group dialogue or writing.(Wang Liuxian,50) Ⅲ .Existing Problems in the Teachers’Beliefs and Practice of Communicative Approach Though there are some advantages of municative approach, there are still some problems needed to be noted. A. Problems in the Teachers’ Beliefs First, we’ll discuss the problems existing in the teachers’ beliefs in the following paragraphs. 1. Taking Communicative Approach as a Method Communicative approach is an approach or an idea rather than a 攀枝花學(xué)院本科畢業(yè)論文 Ⅲ .Existing Problems in the Teacher’s Beliefs and 5 municative method. However, many English teachers of middle school regard it as a teaching method. As a result, they wrongly believe that municative approach is to demand the students do some exercise or have dialogues by themselves once and again. As a matter of fact, municative approaches not only state the aim of learning and teaching in detail, but also illustrate the definition of acquiring municative ability. As different teachers have different ways in teaching, municative approach does not provide any regulations to restrict teachers’ mind, but encourage them to teach English by using teaching approach 2. Stressing Language Structures Many English teachers in middle school think that municative approach only stresses the use of language. They neglect the choosing of vocabulary and grammar teaching. In this case, the students feel that they haven’t achieved anything. So grammar is important in all kind of language. If the grammatical teaching is neglected, the language will be illogic when municating with others. In such a case, many people believe that some grammatical point should be firstly introduced, and then applied in the course of munication. Nevertheless, this kind of teaching is defined as structural teaching of language。 not interested in repeated even mechanical teaching. If the teacher force the students to recite phoics, or grammar, their advantages are just neglected. Many students lag behind others because they can not recite what the teacher asked for. Even more badly, they are tired of learning English and give it up at last. Therefore, middle school English teachers should focus on students’ psychology, to help them to set up their love for English. So they should change their teaching method through listening speaking, singing, playing, performing, reading and writing. These ways are conducive to fluent English municating. 4. Fluency or Accuracy Some people mistakenly believe that municative approach only states fluency rather than accuracy. It is no doubt that influence plays an important role in talking. All the students can speak fluently, but English is somewhat distinct from our mother tongue, it is much difficult for an adult to express his idea with fluent and accurate English, not to mention the middle school students. So it is unavoidable for the middle school students to make mistakes in the municative activity. Here the problem is risingwhat should the teacher do facing the students’ mistakes? Should they rectify their mistake immediately or neglect the grammatical mistakes and let them go on? Some teachers adapt the former way. When the students make some problems such as grammatical problems or pragmatic mistakes, or vocabulary misapplication, the teacher interrupts them immediately regardless of what mistake they have made, whether serious or not. In contrast, other teachers chose the latter way. They never correct any mistakes the students have made, for they hold that their problems will disappear as time goes on. Both ways are wrong. The former one would upset the students’ enthusiasm in using the target language in a productive way. 攀枝花學(xué)院本科畢業(yè)論文 Ⅲ .Existing Problems in the Teacher’s Beliefs and 9 Though there are some mistakes, the latter one almost neglect all the mistakes, which will affect students’ munication and can not themselves understood. Good English teachers ought to allow their students to make some mon mistakes in person, numbers of noun or tense misusing. Only those mistakes that impede the progress of talking or cause some misunderstanding need rectifying. When the students make some problems, the best way is to let the conversation go on and correct them tactfully at the end of the performance. This would encourage the students to exchange information fluently, though not very accurate. So far as I know, most teachers who have chosen this way get success. 攀枝花學(xué)院本科畢業(yè)論文 Ⅳ .Ways to Apply Communicative Approach to Practice 10 5. Improper Testing System As municative approach is used to train students’ municating ability, we need a testing system to test municating ability. In china, some teachers in middle school have accepted municative approach, but the testing system has not been changed. As far as the middle school students are concerned, they have to