论交际法在中学英语教学中的应用

[Abstract] Communicative Language Teaching has been introduced into China for middle school English teaching for nearly a decade. But the effect is not so satisfactory as it had been expected.
The writer of this paper investigates and analyzes some problems in the application of CLT in middle school in China, through questionnaire and some interviews with teachers and students in a middle school.
According to some basic CLT theories which are clarified in the paper, the writer puts forward some suggestions for CLT’s application in middle school, such as multiple roles of teacher, interaction between teachers and students, using Grammar and Translation Method to implement the application of CLT, dealing with a large class, stimulating students’ communicative motivation, and making communicative testing, etc.

[Key Words] Communicative Language Teaching; problems; characteristics of the theory; suggestions

论交际法在中学英语教学中的应用

【摘 要】九十年代初交际法被引进到我国, 之后逐渐广泛地被应用在中学英语教学中, 但其成果并不理想。
本文客观地追溯了交际法的来源和发展, 阐述了交际法的特征, 以及应用中的一些原则和所要避免的误区。采用了问卷调查法和访谈法对交际法在中学英语教学中的实施效果进行调查, 发现并分析了其应用过程中存在的一些问题。根据这些调查结果的分析和基础理论的概括, 笔者针对交际法在中学英语教学中的应用提出了一些建议，包括教师在交际课堂上所扮演的角色, 如何应用交际法教语法, 如何解决大班人数多的问题, 以及如何激发学生交际动机, 在测试中融入交际能力测试等.

【关键词】交际法； 问题；  理论特征； 建议

1.  Introduction
Today English is taught in so many places for so many different purposes.[1] The number of people who are learning English in China also has been increasing quickly. Even English has become a major course in middle school education.
Traditionally, English teaching in middle schools in China has been dominated by teacher-centered mode. In the classroom, the teacher who is considered as the leading factor puts on a one-man show. He seldom asks his students any questions or makes any communication with them. He tries to seize every minute and as many opportunities as possible to impart the students with knowledge. Therefore, this approach, in a certain degree, is called the cramming of forced feeding method of teaching. The teacher teaches actively while the students listen to him passively.[2] As a result, it brings the students poor abilities and skills of listening and speaking. After studying English for several years, students still remain at a loss when they have to express themselves in English. They may remember a great number of words and idioms, but they can not use them appropriately in communication.
In order to change this situation, since early 80s of last century, English teachers in China have been trying to improve their teaching. Distinguishing from the traditional language-teaching approach which focuses on grammar and structure, a new approach called Communicative Language Teaching has been very much in vogue at present. It gives students more opportunities to communicate in English in the classroom. But unfortunately, some phenomena indicate that the effect of CLT is not so satisfactory as people expected. There are some difficulties in applying CLT in middle school in China.
This paper attempts to clarify certain issues from the perspective of applying the Communicative Language Teaching in middle school, analyze the factors which impede the effects. Then according to the theories of CLT, some suggestions are put forward, which are relevant to the application of CLT in the middle school education.

2. Discoveries and analysis of some problems in applying CLT in Chinese middle school
Jack. C, Richard and Theodore. S, Rodgers have said of some difficulties in applying CLT:
Questions that have been raised include whether a communicative approach can be applied at all levels in a language program, whether it is equally suited to ESL and EFL situations, whether it requires existing grammar-based syllabuses to be abandoned or merely revised, how such an approach can be evaluated, how suitable it is for non-native teachers, and how it can be adopted in situations where students must continue to take grammar-b