【正文】 as a guide to encourage students to discuss the grammar and usage in groups. The third stage—language useThis stage is called uncontrolled practice or fluent practice, emphasizing on the prehensive use of language. In this period, we gave students a fresh municative task so as to give them an opportunity to use the language forms they have learned. The activities call for the integrated practice of the four language skills—listening, speaking, reading and writing. After presentation and practice, the students have known the word meaning, grammar and usage. Learning language is to use it. So we should have students use language as much as possible. We gave some topics for them to discuss in groups and then asked them to act out the performance. Students could make a dialogue, role play and any other forms to perform the words items. After their performance, we seized every chance to encourage them or show the appreciation to them. The activities provided students with opportunities to express what they showed interest in. The students became the center of the activities and they were active and enjoyable in the relaxing classroom atmosphere. Such activities could help students both review and strengthen their knowledge and train their municative petence. fourth stageconsolidation of vocabulary Consolidation is one of the processes of vocabulary teaching and learning. Appropriate exercises or activities are necessary. When students learn words through activities, and under the teacher’s supervision, vocabulary learning bees more funny and effective. Nevertheless, it is very often that we hear students plain that they keep learning and forgetting. Thus, some activities are indispensable for consolidating vocabulary.In the beginning of a class, we prepared some translation or blank filling exercises about the words we learned recently for the students. We could also ask students to have a free talk or a role play at the beginning of the class. Such activities would not only help consolidate the new words but also help to develop their speaking skills. Besides, some learning strategies and memorizing skills were taught. Postquestionnaire Six weeks later, the students were given another questionnaire which was the same with the prequestionnaire. By giving the questionnaire one more time, we were going to find out the changes that the students made after the application of CA in class. Results of the experimentCommunicative Approach in vocabulary teaching was carried out about six weeks. According to the teaching practice and the answers to the questionnaires, we got to know that the classroom atmosphere was very active and relaxing. Students took part actively in the activities. Though they made more errors in grammar, they spoke English more in class. In the consolidation exercises, they gave responses quickly and pleted their tasks well.Furthermore, from the prequestionnaire and postquestionnaire, there were some changes of interest that the students made in English learning. The results are as the following table:(Table) Questionnaire Data: changes of students’ interest ABCDNo.Per.No.Per. No.Per.No.Per.Item 1 Pre122717Post 162614Item 2Pre 281018Post 261317Item 3Pre 238205Post 11171018Item 4Pre 151823Post 242210(No. = Number of students, Per. = Percentage, pre= prequestionnaire, post= postquestionnaire) Analysis of the results Judging from the results above, we can easily know that students have made some positive changes and the Communicative Approach does have positive effects on their learning. First of all, the classroom atmosphere is more active than before. Within the municative activities, students were the center. They participated in the activities, so the classroom atmosphere was relaxing. They were given more chances to talk and to express their ideas like in our real life. Besides, students did well in finishing their exercises or tasks. The main reason is that they had deep impression about the activities they participated in. As a matter of fact, the Communicative Approach encourages the students to perform actively rather than just listen to or follow the teacher. Thus, they learn more effectively. According to the table, students bee more interested in English learning. The figure in Item 1 shows that percent of the students had no interest in English learning in the prequestionnaire。 because of the implimentation of CA, the number of students with no interest in English learning has reduced, down to percent. With regard to Item 2, half of students thought they were forced to learn English for the examinations, but after the teaching action the percentage is percent. From the two items, the figures indicate that students’ interest is hindered by some factors. The traditional teaching method is a key one. This can be proved in the results of Item 3 and Item 4.From Item 3, in the prequestionnaire, it shows that the vocabulary was mainly taught through students’ reading the word list after the teacher and the teacher’s explanations of words in sentences。 while in the postquestionnaire, the figures show that the vocabulary was mainly instructed to students by creating class activities. In Item 4, up to percent of the students were dissatisfied with the traditional teaching methods and percent of them just accepted the teaching methods, but the results are better in the second questionnaire: percent of them are content with the teaching method, having increased by percent. What’s more, according to their opinions on Item 5, most students proposed that they would like to learn English by participating in class activities. It is obvious that the traditional teaching methods decrease the learners’ interest. Moreover, the municativ