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1、The Application of Communicative Approach in Middle SchoolsIntroductionIn China, traditional English teaching approach in middle schools emphasizes on students vocabulary and grammar learning and hence ignores the training of students communicative ability. It is important for students to communicat
2、e in English. But the traditional English teaching approach in middle schools cant meet the requirement. The conflict between teaching approach and teaching results requires middle school teachers must find an effective teaching approach to train students communicative ability, and solve the contrad
3、iction between teaching and application. Communicative Approach emphasizes communication. This article analyzes the principles of Communicative Approach. Both students and teachers can get benefits from using it. Communicative Approach claims that teacher should take real language and real scenes to
4、 teach students. Thats also what this thesis wants to express and discuss how to improve students communicative ability and create excellent communicative talents.1. The Existent Problems of English TeachingAt present, the major form of school education in China is teacher-centered teaching for Chin
5、ese students. Students gain knowledge in classroom, they also gain study strategies, and their study will be estimated there. However, Chinese teacher still use the traditional English teaching approach. The characteristics of traditional English teaching approach are these: (1) Teacher-centered. Th
6、at means that the teacher decides the contents and process of the teaching. In this mode of teaching the real teaching results could not be reflected, and the students have few chances to communicate in class and practice oral English. (2) Based on examinations. The destination of English teaching i
7、s only for examinations. This traditional English teaching approach ignores the cultivating of students communicative abilities. For teachers, this teaching approach is safe and easy to teach, but it is unfair to students to learn. “In traditional English teaching approach, teacher is regarded as th
8、e authority. In teachers mind, English teaching is a process of memory practicing, but not the process of practicing in thinking. This teaching approach causes the students lack of communicative competence and consciousness. Traditional English teaching approach can not train students to study by th
9、emselves, it also can not satisfy students studying needs, satisfy their requirements of English communicative activities” (Mei Deming 2004). (3) How to give the students communicative approach. 2. Advantages of English Teaching in Middle SchoolsThere are advantages for students from 11-17 years old
10、 in middle school in English teaching. Their cognitive abilities have been arrived at a higher level, they are sensitive to language consciousness, and their abilities of imitation and their abilities of remembrance are strong. These advantages will help them in learning English.In English teaching,
11、 teachers should use all kinds of effective ways to guide students to study. The cultivation of students learning strategies is also very important to classroom teaching. The purpose of classroom teaching is to make the whole class of students achieve the most optimized solution to the problems aris
12、ing in the process of learning. Just as Professor Dingfang Su (2006:21-29) pointed out in his article: “When we assess a teachers classroom teaching in a foreign language we should not be only see if, but should see to what extent he mobilizes the students interest in learning, and see if he teaches
13、 students self-learning strategy, and if the entire classroom teaching will have an effect on short-term and long-term goal of teaching”3.The Application of Communicative ApproachThe National Syllabus indicates that the English teaching in middle schools should emphasize “communicative principle, cu
14、lture principle, and functional principle” it requires educating English talents who can use English to communicate freely and constantly in middle schools. The Correct UnderstandingWe should understand it correctly. Communication is not only the end of language teaching and learning, it is also the
15、 expression of communicative meanings and process. Communicative Approach is one kind of teaching approach; it is not a kind of concrete teaching approach. In China, many teachers consider it as a kind of concrete teaching approach. So they just teach their students in class in concrete teaching app
16、roach and call it Communicative Approach. But in fact, Communicative Approach not only illustrates the major idea of teaching and learning, but also explains the definition of getting communicative competence. When we talk about teaching approach, we will find that different teacher has different te
17、aching approach, each teacher has his/her own approach in English teaching. . Basic Principles After understood the definition of Communicative Approach, we should know the basic principles of it. Firstly, the communicative principle, activities that involved real communication promote learning. And
18、 the teaching activities should surround communication. That is to say, there are two types of activities the teachers and students will take. One of them is the direct communicative activity, and the other one is indirect communicative activities. Secondly, functional principle, teacher should use
19、real language and real material to teach in class, teacher should pay more attention to train students communicative ability. Thirdly, meaningfulness principle, language is meaningful to the learner. The last two principles indicate that the teachers should set meaningful task for students in which
20、the language should serve communicative activities and should be meaningful to students. The Training of Students AbilityLinguistic competence, it is concerned with language itself, the form of language and the meaning of language. Linguistic competence is an integral part of Sharing and processing
21、information. Practical competence, it is concerned with the appropriate usage of the language in social context. In Hymens words (1971: 50), to know “when to speak, when not, what to talk about, with whom, when, where and in what manners”. Fluently competence, the last component is termed as fluentl
22、y, which means ones ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation. Recent research suggests those teaching learners lexical phrases of language, also termed as prefabricated language. It can help learners produce the language
23、more fluently, because they can be easily retrieved from memory. Current Situation for Students Communicative AbilityAs for the current situation for students communicative ability, there are many problems. Firstly, the number of students is excessive in one class. The average number of students in
24、one class is about 50 or even more in middle schools. The English teaching in such class affects the quality of teaching and the arrangement of teaching activities seriously. The major reasons of this situation are lacking of teachers and the accurate recognition about English teaching. In the autho
25、rs investigation, in most teachers and students opinion, there should be 30 students in one class, or even less. So, todays standard of class is not suitable for English teaching. The students could not study and well in such a big class. Secondly, students lack of the cultivating of communicative a
26、bility. As traditional teachers consider, the most important aim of English study is speaking. But most middle schools do not arrange oral English in common course. Comprehensive course and reading course are the main course in ordinary middle schools. Students have little chance to practice oral En
27、glish, and students can not train their communicative abilities in such a situation. Thirdly, many teachers reflect that middle schools lack of atmosphere of English learning. There are few forms of English activities to promote students competence. Fourthly, the time of extracurricular study is arr
28、anged insufficiently in Middle schools. The teachers require students to do only one or two kinds of extracurricular study. They do not guide their students definitely about their self-study, or even require nothing. The students could not do extracurricular study effectively; they just listen and r
29、epeat mechanically, the students have no good habit of self-study. Fifthly, the teachers and students pay more attention to get high marks, so they just do a lot of exercises.Teachers RolesFirstly, we should change the traditional view of teacher role in class. Teacher is the teaching center of clas
30、s in traditional English teaching approach, but now it should be changed, teacher should play different roles in English teaching. Actually the range of roles should include such roles as controller, accessor, prompter, participant, resource-provider, facilitator, researcher, ruler and guide etc. Te
31、acher should be the controller in class. Teacher controls the teaching pace so that activities can run effectively, when doing stable activities, the teacher controls the whole class so that everyone has equal chance. Teacher should be the assessor in class. As an assessor, the teacher does two thin
32、gscorrects the students mistakes and organizes the teaching. Teacher should be the director in class. It is the most important and difficult role for the teacher to play. One of the teachers major tasks is to design and organize tasks that students can perform in the class. Teacher should be the pro
33、mpter in class. When students are not sure about how to start an activity, or what to do the next, or what to say the next, the teacher should give appropriate prompts or hints. Teacher should be the participant in class. Besides monitoring the class, the teacher can also join one or two groups as a
34、n ordinary participant. However, the teacher should change his role once he joined the students. Teacher should be the resource-provider in class. Although the traditional method has been widely criticized, the teacher is still considered a good and convenient resource for the students. In this sens
35、e, the teachers role is the same as the role of instruction materials. Teacher should be the facilitator in class. Teacher needs to create a positively learning environment, use various strategies to motivate learners, guide them in planning and assessing their own learning and develop their learnin
36、g strategies. Teacher should be the guide in class. In this sense, teacher should find each students interests and explore their potential capabilities, acknowledge and respect their differences, give them equal opportunities in learning, and evaluate their development fairly from an all-round persp
37、ective. Teacher should be the researchers in class. Good teachers are not only those with experience but with rationalized thinking. We should remember that teacher is the ruler in teaching, and student is the main body in learning. In a communicative lesson, the teacher should include: presentation
38、 of the topic, motivation of the students to participate in activities, discussion of situations and functions, study analysis and application of typical structure, evaluation of tasks.Class activities in this kind of communicative lesson There are mainly two types of activities applicable in commun
39、icative lessons. One is functional communicative activities and the other one is social interaction activities. Tasks such as learners comparing sets of pictures and noting similarities and differences, working out a likely sequence of events in a set of pictures, discovering missing features in a m
40、ap or picture, one learner communicating behind a screen to another learner and giving instruction on how to draw a picture or how to complete a map, following directions and solving problems from shared clues which appeared in the former category, while conversation and discussion sessions, dialogu
41、es and role plays, simulations, improvisations, and debates belong to the second type.Functional communicative activities: The students will share information with restricted cooperation. Such as pair-work, group work, discovering pictures, discovering identical pairs, discovering sequences or locat
42、ions, discovering mission information, discovering missing features, discovering secrets. The focus of activities is on meanings to be communicated not on linguistic forms to be learnt. The students will share information with unrestricted cooperation, communicating patterns and pictures, communicat
43、ing models, discovering difference, following directions. To make communicative activities, firstly, the necessity must be created to let the students feel that they needed to participate in these activities. Secondly, unpredictability must be maintained to ensure the communication of new informatio
44、n. Thirdly, appropriateness should be achieved. In order to make effective communication, proper language should be used, that language should be relevant to the situation, to the status of the speaker. Reform of English Test Firstly, people should know the necessity of oral test sufficiently. With
45、the improving of Chinese comprehensive strength, China lacks of English communicative talents. This situation indicates that Chinese test system is not perfect, we need improvements and revolutions. Secondly, oral English test interact with English teaching. Oral English test is a part of English te
46、aching system. Oral English test will improve students enthusiasm of learning, it offers helpful information and correct guide to teachers teaching.This type of English test will check students competence of communication. In this communicative mode most of the English teachers give more chances to
47、their students to practice oral English; the atmosphere in the class is pleasing and relaxed. The students take part in these activities actively. The teachers add English oral test in their final examinations. Most of the students can communicate with each other in English freely. Conclusion Commun
48、icative Approach is the effective teaching approach in improving students communicative abilities. Communicative Approach emphasizes the application of oral English which can strengthen students communicative practice. By analyzing the basic principles of Communicative Approach, this article clearly
49、 expresses the importance and necessity of the application of Communicative Approach in middle schools, and draws some useful suggestion about how to use Communicative Approach in middle schools properly.Bibliography1 Hymes, Dell H. On communicative competence M. Great Britain: Penguin, 1971.2 梅德明中小学英语人才培养模式研究 M：上海：上海外语教育出版社, 2004.3 束定芳外语课堂教学新模式 J外语教学与研究, 2006, (4):21-29.4 徐强交际法英语教学和考试评