【正文】 good memory。這種年輕的教學法在中國中學英語課堂得以廣泛地吸收和采納。諸如它重流暢性輕準確性，重交際輕語法，不適宜的考試制度等等。 it leads to the misunderstanding of it. So many problems was found when it is put into practice, if they prehensive such teaching approach pletely, they won’t use this abstract 攀枝花學院本科畢業(yè)論文 Ⅳ .Ways to Apply Communicative Approach to Practice 11 approach as a concrete teaching method. Secondly, we should have to introduce much more instructive approach, as municative approach is just a teaching approach or a teaching idea or a theory, and sometimes it does not fit the real teaching situation. So an English teacher must form a special teaching approach suits to our reality to improve the municative ability of our students, which must be looked as a key point. Thirdly, the roles of the teachers and the students have to be changed. As a student, he must translate himself from a passive learner into an active participant. As a teacher, one must change himself from a knowledge initiator into a constitutor of the class. So for the teachers, this is the instancy. What we should do is to improve the ability to use language, anize the existing learning material and teach accurately. The teaching model should be a studentsentered model rather than teacher model. Last but not the least。 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 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 way