【正文】 tends to isolate language from its context. So it is hardly helpful for students to have a good understanding of vocabulary. Principle of CLT The taskbased principleFor Wilson (1986a: 726), tasks can be called intermediate objectives, leading up to a terminal objective. In other words, a task or an enabling objective is “to help the students to acquire appropriate patterns of munication’’. It implies that tasks involve realistic municative language use where learners focus on meaning rather than linguistic structure, and that learning tasks help learners to perform something meaningful in the language (. writing a letter to ask for your good friend) at the end of each task. Learners bee conscious of the reason they are learning certain things and what they want to fulfill in the process of finishing tasks. The information gap principleWe normally municate when one of us has information (facts, opinions, ideas, etc) that another does not have, this is known as an “information gap”. The aim of munication in class is to get learners to use the language they are learning, and then to interact in realistic and meaningful ways that usually involving exchange of information. Johnson and Morrow (1981: 62) pointed out that the purpose of the munication is to bridge an information gap, which exists when one person in an exchange knows something that the other person doesn’t. Students firstly do not know what they are going to receive, so the purpose to municate is needed. Teaching vocabularyTo achieve the purpose of students’ language munication, they need to have a good master of vocabulary. In municative language teaching, what are the roles of educators and learners? How to apply CA in vocabulary class? All of the answers of these questions are as follows: The roles of teachers and studentsHaving a good understanding of the roles of teachers and learners, it is beneficial to teach vocabulary in municative language teaching. In municative classroom, the teacher is a facilitator of her students’ learning. She has many roles to fulfill. When students are not sure how to start an activity, or what to do next, or what to say next, the teacher should act as a prompter. For instance, when a student doesn’t seem to be ready for an answer, the teacher can give hints。 and roles of people involved. Thus we carry out the municative functions within a context. Language is best learned through use in context. John Firth, a linguist, stressed that language needs to be studied in the broader context of its use, which includes participants, their behavior and beliefs, the object of linguistic discussion, and word choice (cited in Han Xinmin, 2004: 181). Finally, CA should follow the natural acquisition process. The CA is in an effort to follow the natural acquisition process in the classroom. According to Krashen, S. D. (1981), language learning es about through using target language municatively. Some contemporary researchers and language educators believe that fully successful language acquisition is a byproduct of munication, of negotiating meaning. The main features of CAAs the theoretical basis of CA guide language teaching and learning, the municative approach has many features. Firstly, emphasis is laid on fostering municative petence. The goal of CA is to develop students’ municative petence, which includes both the knowledge about language and the knowledge about the application of language in municative situations. (Net. 1) In other words, municative petence entails learners to know not only the form of language, but also what to say to whom and how to say it appropriately in given situations. Secondly, learners not only focus on language but also on the learning process itself, and then they make good use of their own experiences to municate with vocabulary. It will not only strengthen the knowledge students have learned, but also can raise their municative ability and creatively exert the language they have learned in the textbook. Most importantly, students experience themselves the successes and pleasure of munication in English, and they show great enthusiasm for learning English. Thirdly, the classroom activities are learnercentered, because learning is more effective when learners are actively involved in the learning process. At the same time, the teacher is concerned with the learners themselves, their feelings and ideas (Han Xinmin, 2004: 181182). AssessmentsFrom the introduction of the purpose and features of municative approach, we can know that the CA is so attractive that it has the following prominent advantages: first, it aims at developing students39。are frequently adopted by many senior high schools, especially those in rural areas where teachercentered classes are mon. Being taught in these ways, not only students’ English ability is not improved, but also they are discouraged in learning English. Therefore, succeeding in arousing the students’ interest in English, being sufficient language munication with contexts, and making them more active in thinking in learning vocabulary, teachers should get rid of the drawbacks of traditional vocabulary teaching methods, and teach vocabulary with municative approach.3. Communicative approach Background At the end of the 1960s, there was a growing dissatisfaction among foreign language teachers and applied linguists with the traditional language teaching methods。 while the word “milk” in the American culture refers to cold milk, because Americans never drink boiled milk as we Chinese do. This example shows us that the same word “milk” has different social meanings in different cultures. Harmful methods of punishment As is known to all, the worst method of vocabulary teaching is the adoption of harmful method of punishmentcopying new words for 50 even 100 times, but there are still some teachers in favor of the method, and often ask their students to copy many times of new words where they mad