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principIe;
classactivities;
evaluation
1.Introdaction
TheoriginsoftheCommunicativeLanguageTeachingaretobefoundinthechangesintheBritishlanguageteachingtraditiondatingfromthelate1960s.Inthelatesixties,thecurrentsituationalapproachwasquestioned.Britishappliedlinguisticsbegantoemphasizethefundamentaldimensionoflanguageteachingatthattime-thefunctionalandcommunicativepotentialoflanguage.ScholarslikeChristopherCandlinandHenryWiddowsondrewontheworkofBritishfunctionallinguisticssuchasJohnFirth,andHalliday,AmericanworkinsocioliguiticislikeDellHymesaswellasworkinphilosophyandargueforfocusinlanguageteachingoncommunicativeproficiencyratherthanonmeremasteryofstructures.
In1971,agroupofexpertsbegantoinvestigatethepossibilityofdevelopinglanguagecoursesonaunit-creditsystem.Atthattime,Wilkins,aBritishlinguistproposedafunctionalorcommunicativesyllabusforlanguageteaching.Heattemptedtodemonstratethesystemsofmeaningthatlaybehindthecommunicativeusesoflanguage.Hedescribedtwotypesofmeanings,thenotionalcategoriesandcategoriesofcommunicativefunctions.HehadhisideaspublishedinNotionalSyllabus（Wilkins1976）.
Chomskyhaddemonstrated,inSyntacticStructures（1957）,thatthecurrentstandardstructuraltheoriesoflanguagewereincapableofaccountingforthefundamentalcharacteristicoflanguage—thecreativityanduniquenessofindividualsentences.Consequently,anewlanguageteachingapproachisneededthatnotonlyshouldemphasizeonmeremasteryofstructuresbutalsooncommunicativeproficiency.
CommunicativeLanguageApproach（CLA）isasystemofteachingmethodthattakeslanguagefunctionasthekeylinktocultivatestudents,communicativeability.Thetheoreticaloriginofthisapproachcanbetracedbacktotheworkofanthropologicallinguists（e.g.Hymes,1972）andthefunctionallinguist（e.g.Halliday,1973）,whotaketheviewthatlanguageisforinteractionandcommunicationandlanguagehasfunctionsrelatedtosociety.Inthislight,languagestudyhastolookattheuse
（function）oflanguagebothinitslinguisticanditssocialorsituationaltext.
CommunicativeLanguageTeaching（orCommunicativeApproach）isanapproachtoforeignorsecondlanguageteachingwhichemphasizesthatthegoaloflanguageteachingiscommunicativecompetence.Communicativelanguageteachingcanbeunderstoodasasetofprinciplesaboutthegoalsoflanguageteaching,howlearnerslearnalanguage,thekindsofclassroomactivitiesthatbestfacilitatelearning,andtherolesofteachersandlearnersintheclassroom.AlthoughCLTisregardedbymanylinguistsandteachersasthemosteffectiveapproachamongthosecurrentlyusedinELT,thequestionofwhetheritisadaptableforEnglishlanguageteachinginChinaisstillancontroversialissuethathasarousedlotsofheateddiscussions.
2.PrimaryPrinciplesofCLA
CLAhastofollowsomeprimaryprinciples,whichareillustratedbelow.
2.1Approach
CLAacceptsthestructuralviewoflanguageandaddedafunctionalviewtoit.Structuralviewfocusesonthegrammaticalformsoflanguage,whilethefunctionalviewlooksatwhatthestructuralformsexpressinspecificcontext.Accordingly,socialcontextisimportantindecidingwhatlinguisticformstouse.Inaddition,theawarenessofcultureisviewedassocioculturalcompetence.
2.2TeacherandstudentrolesinCLA
2.2.1TheRoleoftheTeachers
Communicativelanguageteachingisthegenerallyacceptednorminthefieldofsecondlanguageteaching.InCLTtheteacherservesasmoreofafacilitator,allowingstudentstobeinchargeoftheirownlearning.
2.2.1.1Organizer
Inthecommunicativelanguageteaching,theteachershouldorganizethecommunicativeactivities,duringwhichthestudentscanhaveinteractionsaccordingtothetopics.Consequently,atthebeginningofeachclass,theteachershoulddesignvariouscommunicativeactivitiesthatcanarousestudents9interests.
2.2A.2Adviser
Duringtheclassroomcommunicativeactivities,thestudentsmayencounterdifferentkindsofexpressingdifficulties,orsometimesevencannotcontinuetheirconversationduetothelimitsoftheirlanguageskillsorlackofcertainknowledge.Whenthishappened,theteachershouldhelpthestudentseitherbygivingthemthedirectexpressingorinspirethemtoexpresstheirideasinanotherway.
FacilitatorandParticipant
BreenandCandlinpointedoutthatincommunicativelanguageteaching,therearetwoimportantrolestheteachershouldactas.Thefirstroleistofacilitatethecommunicationprocessbetweenallparticipantsintheclassroom,andbetweentheseparticipantsandthevariousactivitiesandtexts.Thesecondroleistoactasanindependentparticipantwithinthelearning-teachinggroup.The
latterroleiscloselyrelatedtotheobjectivesofthefirstroleandarisesfromit.
2.2.2TheRoieoftheStudents
InCLT,studentspracticereal-lifesituations.Intheseexercises,thegoalisforthestudenttocommunicatehisorherneedsandthoughts,withoutworryingabouthavingperfectgrammar.
Consequently,ininteractiveclassroomteaching,studentscanactasthemaster,cooperatorandrespondentintheclassroomteachingactivities.
2.2.2.1Manager
InCLT,theclassroomislikeapublicplace;
everystudentcanhaveadiscussiononacertaintopicormakearoleplayaccordingtoonesituation.CLTcangivestudentsaccesstoachanceoffreelearning.Inthiskindofclass,thelearningandcommunicatingofstudentsbecomeanactiveandmeaningfulprocess.
2.2.2.2Participant
Duringtheprocessofcommunicativeactivities,studentslearnanduselanguagebydiscussing,communicatingandcooperating.Thatmeans,thelanguagelearningdependsonthecooperationwithotherstudents.One'
sexpressionordiscussioncanhaveaninfluenceonothersaswellasbeinginspiredbyothers.Thus,thewholeprocessoflearningalanguageisalsothecourseofcooperation.
2.3Theroleoflearner'
snativelanguage
Learner'
slanguageplaysabsolutelynoroleintargetlanguagelearningforthesimplereasonthatclassroominteractionshouldbeconductedentirelyinthetargetlanguageinordertolearnthelanguagethroughgenuinecommunication.
2.4Viewsonlearners9errors
Errorsareregardedasanaturalpartoflanguagedevelopmentandarethereforeregardedtolerated.Unlessanerrorhinderscommunication,itisusuallynotcorrected.SowithCLA,learnerswillhaveampleopportunitiesinclasstosharetheirideas,opinionsandfeelingswiththeirpeers.
2.5Characteristicsofteachingandlearningprocess
CLAismostnotedforthefollowingfeatures:
Itusesaneed-basedcommunicativesyllabus,oftenafunctionalone.Alessonisusuallyorganizedthroughcommunicativeactivitiesandlanguagefunctions,fromwhichthenecessarylinguisticformsandstructures,aswellasthepragmaticelementsoflanguage,willbederived.
Itemploysquantityofcommunicativeactivitiesthatarepurposeful,meaningfulandthatallowchoice:
CLAusesalmostanyactivitythatengageslearnersinauthenticcommunicationbecauseitisbelievedthatactivitiesthatinvolverealcommunicationpromotelearning;
activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.
Materialsareauthentic.CLAconsidersitveryimportanttochoosestudymaterialthatisauthenticfromthetargetlanguagecommunityforthereasonthatitrenderstheopportunityforlearnerstocopewiththetargetlanguageasitisactuallyused.Generallyspeaking,majordistinctivefeaturesconcludedbyFinocchiaroandBrumfit（1983:
91-3）arethatlearnerslearnalanguagethroughusingittocommunicate;
authenticandmeaningfulcommunicationshouldbethegoalofclassroomactivities;
fluencyisanimportantdimensionofcommunication;
communicationinvolvestheintegrationofdifferentlanguageskills;
learningisaprocessofcreativeconstructionthatinvolvestrialanderror.
3.ClassroomActivitiesinCLT
Awildvarietyofmaterialscanbeusedtosupportcommunicativeapproachestolanguageteaching.Thefollowingsaresomemethodswecanutilizeduringthecommunicativelanguageteaching.
3.1Scrambledsentences
Thestudentsaregivenapassageinwhichthesentencesareinascrambledorder.Thismaybeapassagetheyhaveworkedwithoronetheyhavenotseenbefore.Theyaretoldtounscramblethesentencessothatthesentencesarerestoredtotheiroriginalorder.Thistypeofexerciseteachesstudentsaboutthecohesionandcoherencepropertiesoflanguage.
3.2Picturestripstory
Manyactivitiescanbedonewithpicturestripstories.Intheactivity,onestudentinasmallgroupcanbegivenastripstory.Heshowsthefirstpictureofthestorytotheothermembersofhisgroupandasksthemtopredictwhatthesecondpicturewouldlooklike.Aninformationgapexists-thestudentsinthegroupsdonotknowwhatthepicturecontained.Theyhaveachoiceastowhattheirpredictionwouldbeandhowtheywouldwordit.
3.3Roleplay
RoleplaysareveryimportantinCLTbecausetheygi
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