15、eaching environment and teaching aims. Among these factors, teaching environment, especially the class atmosphere of it is one of the most important factors. It is challengeable. Whether the class atmosphere is good or not can directly influence the teaching quality, even influence the students abil 。

16、ity of creation. Just as people can work efficiently on a free, active atmosphere, students can learn efficiently in an encouraging communicative class atmosphere. Compared with the traditional teaching methodology, the communicative teaching methodology is more efficient and more acceptable. Under。

17、the guidance of this methodology, the “teacher-centered” classroom has been changed into “student-centered” one. It can maintain a high level of students interest. If students interest in learning the language is not maintained, naturally they will have no motivation which derives them to learn. So。

18、in such kind of classroom, students are really active. They can do a great part of the work and focus all their minds on language study. II. Background and Literature Review1. Communication is eternalThere are two kinds of communicationverbal and nonverbal. One is with words, and the other has been。

19、called the language of emotion. Teachers are senders and receivers of both types of communication when they deliver lessons. Both types of communication reinforce, complement, and help each other. Verbal and nonverbal communication may also conflict with each other when the receiver usually accepts。

20、the nonverbal message and rejects the verbal. This fact is vital to teachers. It gives them important clues of how to communicative with students and how students make efforts to communicate with teachers. 2. CLT in ChinaIn China, foreign language teaching methods are influenced by the language teac 。

21、hing methods abroad, and on the other hand, governed by the social needs. They fall into two schools, the traditional school and the reform school. The traditional school mainly refers to the grammar translation method which emphasizes developing students grammatical competence while the reform scho 。

22、ol mainly refers to the communicative approach. CLT was introduced into China in the early 1980s and has become popular since then. Particular attention has been paid in recent years to the cultural appropriateness of the communicative approach as its goals and procedures have been imported into the 。

23、 non-western cultures. “Cultural appropriateness” is a term which is relevant to both institutions such as schools and the wider society which forms their context. In China, for example, the school culture of teacher-centered classrooms with a focus on the transmission of knowledge has been influenc 。

【Application|Application of English Communicative Teaching in Middle School】24、ed partly by wider cultural notions of the teachers authority as expert and leader. There seems to be no denying nowadays that language is for communication. And CLT may be a better way to achieve this purpose. Therefore, a special chapter is given to the discussion of this approach, from its histor 。

25、ical and theoretical background, the development of its key concept “communicative competence” to its interpretations and implications for teaching. Although the initial wave of enthusiasm for this CLT has passed, it is still a popular approach in many parts of the world. The adoption of CLT in Chin 。

26、a in the past decades have raised quite a few important issues such as teacher training, materials development, class size, understanding of authenticity, and testing and evaluation. Of course the hottest issue is whether CLT is appropriate to local contexts and cultures, and how it might be adapted 。

27、 and used by teachers and learners in different teaching situations. III. Teaching Material and Teaching Methods in Communicative Classroom1. Teaching goalThe goal of communicative language teaching is to have students become communicatively competent. Communicative competence involves being able to 。

28、 use the language appropriately in a given social context. One of the base assumptions of the Communicative Approach is that students will be more motivated to study a foreign language if they feel they are learning to do something useful with the language they study. Also the teacher gives students 。

29、 an opportunity to express their individuality by having them share their ideas and opinions on a regular basis. This helps students to integrate the foreign language with own personality and thus feel more emotionally secure with it. Since communication is a process, it is insufficient for students 。

30、 to simply have knowledge of the target language forms, meanings and functions. Students must be able to apply this knowledge in negotiating meaning. It is through this interaction between speaker and listener that meaning becomes clear. Finally, students security is enhanced by the many opportuniti 。

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标题：Application|Application of English Communicative Teaching in Middle School( 二 )