【文章內(nèi)容簡(jiǎn)介】 ns little more than an integration of grammatical and functional teaching. David Numan claims “it is something of misnomer to talk about the municative approach as there is family of approaches” (1991:159). Littlewood states, “One of the most characteristic features of municative language teaching is that it pays systematic attention to functional as well as structural aspects of language” (1981:25). For others, it means using procedures where learners work in pairs or groups employing available language resources in problem solving tasks. Follows are some prehensions of CA:(1). The CA is an approach to Foreign or Second Language Teaching which emphasizes that the goal of language teaching is munication petence. The CA is also called Communicative Language Teaching.(2). The CA has been developed particularly by British applied linguists as a reaction away from grammarbased approaches such as the Audiolingual Method.(3). Teaching materials used with a CA often teach the language needed to express and understand different kinds of functions, such as requesting, describing, expressing likes and dislikes.(4). The CA follows a Notional Syllabus or some other municatively organized syllabus and emphasizes the processes of munication, such as using language appropriately in different kinds of tasks, for example, to solve puzzles, to get information, and using language for social interaction with other people. The basic features of Communicative ApproachThe Communicative Approach has many different features prehended by different linguists. However, the aim of CA is to develop the students’ municative petence. Some features are summarized as follows: (1)Language is regarded as a tool of munication.(2) Notions, functions and municative events, are taken as contents.(3)It stresses that the teaching process itself is municative.(4)The most necessary language courses or materials are chosen to suit certain specific municative purposes for different learners, . English for scientists, English for doctors, English for attendants.(5)The students’ mistakes are not corrected in a hurry.(6)It is against grammarbased teaching.(7)It holds that teaching materials should match with suitable teaching media, and multimedia in the organization of teaching should be adopted.(8)Its procedure for teaching is quite different from that of Structural Approach whose procedure is presentation of new items, drills, and then application in practical situations.(9)English essential factors are thought to play a part respectively when people use a language to municate with each other. (see Yuan Shipu, Qi Defeng amp。 Liu Xinyi, 1998:8385) The application of Communicative Approach in grammar teaching The principles of applicationWhile teaching grammar, you should bear some principles in mind so that you can teach it more effectively. The following are the main principles for grammar teaching based on CA.When you teach grammar, whichever technique you decide to use, it is important to keep several principles in mind. Firstly, be certain that your students always understand what they are saying. Use demonstrations, pictures, or translation. Secondly, when you introduce a new grammar point, select the model sentences carefully. In general, try to introduce only one new grammar point in a set of model sentences so that your students can be better focus on the point you wish to emphasize. Thirdly, always strive to keep the topic unified in theme and related to your students’ interests. Nevertheless one way to provide practice and review of the same structure, while maintaining the interest of your students, is to vary the content you use. Finally, use model sentences that reflect actual usage and try to introduce these sentences in situations in which they might actually be used by the students. Remember, in order to municate effectively, your students must not just know how to use the language correctly。 they must know how to use it appropriately (see Mickay, 1987: xivxv). In short, grammar presentation and practice activities should be evaluated according to: how efficient they are (the Efactor), how appropriate they are (the Afactor). The efficiency of an activity is gauged by determining: economy—how timeefficient is it? 2. Its ease is it to set up? 3. Its efficacy—is it consistent with good learning principles? The appropricacy of an activity takes into account: 1. Learners’ needs and interests. 2. Learners’ attitudes and expectations (see Thornbury, 2003:2528). ModelsThere are three effective models for teaching grammar, Byrne’s model, Brumfit’s model and Harmer’s model, which are summarized by three of the most influential principal architects of the CA. Byrne’s ModelThe grammar teaching models proposed by Byrne are PresentPractiseProduce or PresentPresentPractise. He thinks that Present, Practice and Produce are necessary in English grammar teaching, and that teachers should adopt a suitable model in teaching, according to their students’ level and teaching contents. The model PresentPracticeProduce is called “weak” version of. This model is fit for beginners of a language. For example, when a teacher is going to teach the Present Indefinite, present is very necessary if his or her students know nothing about this tense. The teacher may present the following sentenced through asking questions or talking, “I have breakfast at 7 o’clock. I have lunch at 12 o’ clock. I have dinner at 19 o’clock.…” Then help the students to know that Present Indefinite is typically associated with habitual recurrent use. Finally ask the students to introduce their own habits or their families’ habits to each other. The “strong” version of it (PrresentPresentPractice) is suitable for those who have already mastered basic grammar. In this model municative activities are put in the first place, followed by summarizing and presenting a certain grammatical point. Let us take th