【正文】 J. Homels, (eds.) Socialinguistics [C]. Harmondsworth: Penguin, 1972, 269293. [4] Krashen, D. Second Language Acquisition and Second Language Teaching [M]. Oxford: Pergarnon, 1981. [5] Littlewood, W. Communicative Language Teaching [M]. Cambridge: Cambridge University Press, 2020. [6] Nunan, D. Language Teaching Methodology [M]. London: Prentice Hall, 1991. [7] Rivers, W. M. Communicating Naturally in a Second Language [M]. Cambridge: Cambridge University Press, 1983. [8] Stern, H. H. Issues and Opinions in Language Teaching [M]. Shanghai: Shanghai Foreign Language Education Press, 1992. [9] Wilkins, D. A. Notional Syllabuses [M]. 。 Hymes’ interpretation of municative petence puts grammar in the first part, so grammar is necessary to cultivate municative petence. Latter, Canale and Swain (1980) developed a new interpretation of municative petence consisting of four ponents: 1. Grammatical petence. It is the knowledge of lexical items and of rules of morphology, syntax, sentence, grammar, semantics and phonology. 2. Sociolinguistic petence. It is the knowledge of socialcultural rules of language and discourse. 3. Discourse petence. It is the ability to connect sentences in stretches of discourse and form a meaningful whole out of a series of utterances. 4. Strategic petence. It is the verbal or nonverbal municative strategies that may be called into action to pensate for breakdowns in munication due to performance variables or due to insufficient petence. Canale and Swain (1980) agreed that both grammatical petence and sociolinguistic petence are important elements in any theoretical framework of municative petence. They (1980: 5) say: “just as Hymes (1972) was able to say that there are rules of grammar that would be useless without rules of language use, so we feel that there are rules of language use that would be useless without rules of grammar.” So grammar is necessary and essential for munication to take place Littlewood (2020: 28) suggests that the following four domains of skill make up a person’s municative petence and must be recognized in foreign language learning and teaching. 1. The learner must attain as high a degree as possible of linguistic petence, that is, he must develop skills in manipulating the linguistic system, to the point where he can use it spontaneously and flexibly in order to express his intended message. 2. The learner must distinguish between the forms which he has mastered as a part of his linguistic petence, and the municative functions which they perform. In other words, items mastered as part of a linguistic system must also be understood as a part of municative system. 3. The learner must develop skills and strategies for using language to municate meanings as effectively as possible in concrete situations. He must learn to use feedback to judge his success, and if necessary, remedy failure by using different language. 4. The learner must bee aware of the social meaning of language forms. For many learners, this may not entail the ability to vary their own speech to suit different social circumstances, but rather the ability to use generally acceptable forms and avoid potential offensive ones. In Littlewood’s definition of municative petence, linguistic petence also occupies a prominent position. He stated the importance of grammar as follows: “A municative approach to the content of a course need not involve abandoning the use of structural criteria for selection and sequencing, … , Mastery of the structural system is still the basic requirement for using language to municative one’s own meanings” (Littlewood, 2020: 77). Wilkins (1976: 66) also admitted the importance of grammar: “it is taken here to be almost axiomatic that the acquisition of the grammatical system of a language remains a most important element in language learning. The grammar is the means through which linguistic creativity is ultimately achieved and an inadequate knowledge of the grammar would lead to a serious limitation on the capacity for munication”. From the analysis and statements above, it could be safely concluded that grammar is necessary in the CLT framework, and the application of CLT does not exclude grammar teaching. “Without grammatical knowledge as the foundation, it is impossible for language learners to go far in developing their municative petence of a foreign language” (Gao, 2020: 51). Realistic Reasons of Teaching Grammar in China Environment of English Learning According to Krashen (1981), grammar teaching is unnecessary, because language including grammar can emerge as a result of prehensible input. That is to say, being exposed to the target language environment, learners can naturally acquire it and internalize the grammar rules. This is partly true in acquiring a second language, but English is typically taught as a foreign language in China, and learning plays a more important role than acquisition in the process of mastering English. Second language teaching takes place within the target language munity, while foreign language teaching is carried out outside the target language environment, mostly in the classroom. Foreign language learning usually requires more formal instruction for the lack of environmental support. Acquisition refers to subconscious learning in the natural environment, which is not influenced by explicit formal instruction. Learning a language is a conscious process of language development, which needs the intended and explicit formal instruction in the artificial environment such as the language classroom. As most Chinese students learn English in China, which is far away from English speaking countries, they cannot acquire English and internalize grammatical rules by being exposed to it. In some poor areas, teachers and textbooks are the on