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1、AbstractCommunicative language teaching should make the language content as the center of teaching, rather than language structure. And fostering students communicative competence is its main goal. Teachers are no longer the masters of the classroom, but play the role of the multi-identity. Through
2、exploring the features and principles of communicative language teaching deeply, adopting creative methods reasonably and the language model which mixes the semantics and pragmatics in a real-life situation, we can fully mobilizie the enthusiasm and initiative of students. By doing so we can enable
3、students to truly become a learning center, thereby promoting students abilities of communication.Key words: Communicative Language Teaching; features and principles; promoting communicative competences中文摘要交际法教学认为语言教学应该以教话语内容为中心，而不是以语言结构为中心，主要以培养学生的交际能力为目标。教师不再是课堂中的主宰，起到的是多层身份的作用，并通过深入探究交际法教学的特点和原则，
4、合理地采取创造性的方法和以语义和语用融合于真实情境之中语言模式，充分调动学生的学习积极性和主动性，使学生真正成为课内、外教学活动的中心，从而促进学生交际能力的培养。关键词：交际法教学; 特点和原则; 交际能力的培养1. Introduction1.1 IntroductionIn the twenty-first century, China plays an increasingly active role in the fields of economy, culture and polity on the global scale, leading us continue to move
5、 toward the forefront of the global stage, with the strength of friendship and wisdom of the Chinese people to show a good image. In this case, language has become an important communication tool, taking up the irreplaceable historic mission. The application of a wide range of English brought their
6、international status of the language makes the teaching of English became the highest attendance of the keywords in the education sector. The purpose of the teaching of English language is training the students language proficiency (The competence is in a real scenario in the use of a foreign langua
7、ge for listening, speaking, reading, writing and sharing of information and thoughts, and feelings), trying to bring out the capacity-type human capital. So it is the most eye-catching teaching, just for enhancing the ability to increase its better language practice, providing language materials, en
8、tering the cultural information. And it will lay the foundation of application of language skills to meet the social needs of real work. It has a rich ideological connotation of language teaching, and the teaching have experienced the test of practice in many countries, formatting an unprecedented g
9、lobalization of foreign language teaching movement.2. Literature Review2.1 The theory and its status of CLT2.1.1 Foreign Studies on CLTCommunicative language teaching is based on the theory of communicative competence proposed by the United States linguist Hymens D in the 1879s. Its programmer is fu
10、nction of language, in order to cultivate learning communicative competence, designed to improve the learners language through language communicative competence. That is communicative competence should not only have the language knowledge, but also has the ability to use language, with particular at
11、tention to the appropriateness of language use. The term communicative competence is used in contrast to Noam Chomskys term linguist competence, which is understood as the tacit knowledge of language structure and the ability to use this knowledge to understand and produce language. For Chomsky, com
12、petence simply means knowledge of the language system: in other words is grammatical knowledge. However, if we look at how language is used in real communication, we have to accept that real language use involves far more than knowledge and ability for grammaticality. In Hymens words, there are “rul
13、es of use without which the rules of grammar would be useless,” which simply means, besides grammatical rules, language use is governed by rules of use, which ensure that the desired or intended functions are performed and the language used is appropriate to the context. In the 1980s, Canadian schol
14、ar Canal and Swain have a further development in the theory of Hymens communicative competence, which their communicative competence theories include: (1) grammatical competence (2) sociolinguistic competence (2) sociolinguistic competence (3) discourse competence (4) strategic competence. In the ea
15、rly 1990s American scholar Bachman put forward the theory of communicative language ability. His theory is more comprehensive, more systematic, and more practical. He believes that communicative language competence consists of three parts: language skills (specific language knowledge), strategic com
16、petence (mental ability which use of a variety of linguistic knowledge in the communication), and psycho-physiological mechanism (the neural and psychological process which involved in the process of language communication). 2.1.2 Domestic Studies on CLTIn recent years, educational innovations in En
17、glish education have received considerable attention in China. In the late 1970s and in early 1980s, Communicative Language Teaching (CLT) as an innovative teaching method has been accepted in China as a valid and indeed recommended approach to teaching English. Administers of educational department
18、s are trying their efforts to provide opportunities for English teachers training and retraining. As a result of this training, many teachers have come to realize that English teaching is not equal to the grammar teaching. The traditional grammar-based examinations are being changed to better forms
19、in CLT. Spoken English test have been already added to CET4 test for the students who can score high. However, the anticipated levels have not been achieved as designed. Language scholars actively explore the problem which is existing in process of applying the communicative language teaching in Chi
20、na. From the data thus obtained, it is believed that there are various characteristics in the application of this approach in China: The teachers training in CLT is so inadequate that they do not have sufficient confidence in their own proficiency to put it in practice in the classroom. They adhere
21、to the traditional teachers role, which draws on a teacher-centered teaching method. So even through the content of the textbooks and the course design in the college English teaching becomes more and more communicative, the teachers still pay more attention to grammar teaching. Students have little
22、 chance and little time to do the group work in the classes. Whats more, an overly rigid examination system, failing to test students communicative competence, is a further barrier to the proper application of CLT.2.2 SummaryIn other words, communicative competence entails knowing not only the langu
23、age code or the form of language, but also what to say to whom and how to say it appropriately in any given situation. Communicative competence includes knowledge of what to say, when, how, where, and to whom. In the early eighties, this idea of communicative language teaching became the aggregation
24、 of new ideas and new methods of the foreign language teaching. More and more language teachers recognize that the process of foreign language teaching is the process of acquiring language communicative competence. The relationship between language and communicative is interdependent. The core of co
25、mmunicative language teaching is: the process of teaching is the process of communication, students need to master the language skills, language knowledge, and different culture in the communication.3. New Interpretation3.1 IntroductionThere are many teaching methods in English education, while comm
26、unicative language teaching can be regarded as the greatest teaching methods. The reason is that CLT always raising the quality of English teaching effectively to meet the actual needs of students, but also the characteristics and principles of communicative teaching is unique, and can truly improve
27、 students oral communicative competence.3.2 Aim of CLTThe ultimate goal of foreign language teaching is to enable the students to use the foreign language in work or in life when necessary. Then the teachers need to develop students communicative competence, which includes both the knowledge about t
28、he language and the knowledge about how to use the language appropriately in communicative situation.3.3 Reasons of using CLTAll the things we do just for good effect.Good way means good effect.Getting students to have a free discussion gives them a chance to rehearse having discussions outside the
29、classroom. Having them take part in a role-play at an airport check-in desk allows them to rehearse such a real-life event in the safety of the classroom. This is not the same as practice in which more detailed study takes place; instead it is a way for students to get the feeling of what communicat
30、ing in the foreign language really feels like.Good way wants good feedback.Speaking tasks where students are trying to use all and any language they know provides feedback for both teachers and students. Teachers can see how well their class is doing and what language problems they are having(that i
31、s a good reason for boomerang lessons); students can also see how easy they find a particular kind of speaking and what they need to do to improve. Speaking activities can give them enormous confidence and satisfaction, and with sensitive teacher guidance can encourage them into further study.Good w
32、ay needs good motivation.Good speaking activities can and should be highly motivating. If all the students are participating fully and if the teacher has set up the activity properly and can then give sympathetic and useful feedback, they will get tremendous satisfaction from it. Many speaking tasks
33、 (role-playing, discussion, problem-solving etc) are intrinsically enjoyable in themselves.3.4 The feature and principles of CLT3.4.1 CLT emphasizes teaching should be a learner-based teachingThe main feature of communicative language teaching is learner-based teaching which focus the students are t
34、he basis of the teaching in the class. The main principle in learner-based teaching is that all class activities can be done using information that the learners themselves bring to the class. This teaching accepts that some language input can be based on the experience, knowledge, and expertise of i
35、ndividual students. What is novel about learner-based teaching is the idea that all activities can be based on that wealth of experience, to become their grammar exercises, exam preparation, games, or translations. Then the students can express their ideas freely and ensure its relevance and topical
36、ity for each particular group. This route to fluency is more direct than the teacher imposing irrelevant topics in the hope that with time learners will be able to say what they really want to. And this way is also a good approach for their communicative competence.The basic procedure has two stages
37、. In the first, learners prepare materials which are designed to practice, for example, a particular skill, function, or grammar item. In doing this, they draw on all the linguistic resources they already have. In the second stage, these materials are passed to other learners in the class who carry
38、out the activities. In this way students obtain valuable language practice, not only while they are using the materials, but while they are preparing them as well.What is the role of the teacher in the learner-based teaching in the process of teaching?The teacher can be an active participant in the
39、group, genuinely taking part in the activities, contributing ideas and opinions, or relating personal experiences.The teacher is also a helper and resource, responding to learners requests for help with vocabulary and grammar. By providing what the language students ask for, at the time they actuall
40、y need it to express themselves, the teacher can facilitate more effective learning.At other times the teacher is a monitor, checking what learners have produced before they pass it on to other learners. This is especially desirable in, for example, grammar and examination practice activities. The t
41、eacher is advised not to correct what the learners have prepared. In this activity, students can see from what others do whether they have been successful in writing clearly and comprehensively. In other cases, the teacher can decide when to do the correcting. Instead of correcting during a lesson,
42、it may be preferable to devote time later to a particular problem.Whatever the activity, a learner-based approach is aimed at narrowing the traditional gap between teacher and student. In learner-based teaching, the teaching and the learning are taking place on both sides.During the teaching, approp
43、riate way not only can make students speak fluently, but also bring more advantages.(i). Analysis bring advanced development. As students carry out an activity, teachers can spot the gaps in their target language competence and introduce suitable practice activities in subsequent lessons, therefore,
44、 analysis is a continually developing process.(ii). Learner-based teaching allows us to introduce local or international issues and ideas which are of current interest to particular groups. The most important of doing this is it can broaden students horizons and enlarge their topics and develop thei
45、r communicative competence.(iii). An open way of discussing is allowed. A framework is given, but the learners bear the responsibility for filling in the details, so that the same framework can evolve in completely different ways with different groups. Even a student who has worked with an activity
46、before will make new discoveries when working in a different group.(iv). Learner as authors. Language practice is doubled in CLT which makes the student to be the center of teaching. Because learners are involved in preparing as well as using the practice materials, they now have a real reason to pa
47、y attention to the reporting-back stage. They can teach and correct each other. Through the doubled effect practice, students can get the most progress in their communicative competence.All of above reasons can bring advantages to CLT, so CLT also called learner-based teaching is very appropriate.3.
48、4.2 The processes of teaching is the processes of communicationThe goal of communicative language teaching is to develop students communicative competence that students can use the language to communicate with different people effectively in different situations. CLT emphasizes a functional approach
49、 to language teaching that should be relevant to the needs of the students. So the practices and the content learned in the class should be as similar as possible with the students study goal and the communication in the real life. To design the way of confirming the language should combine with the mission of communication, but for practicing to practice. And the teachers should encourage students to spea