ABSTRACT:CLT (Communicative Language Teaching) is a new teaching approach to Chinese teacher. It considers that communicative competence should be the fundamental purpose of language teaching and that listening, speaking, reading and writing must serve for communicative competence. This teaching approach is used to improve Chinese non-English major’s speaking ability. The use of CLT can have a significant contribution to improve the ability of English communication of non-English major students. So we should make good use of the CLT to improve the quality of teaching and to enable student to have better communication. This article analyzes how to apply CLT to teaching both inside and outside the classroom. It points out the roles of teachers, students and teaching materials respectively and some recommendations are given after the analysis. Hopefully it can bring some new light for the understanding of CLT.  

Key words: CLT；non-English majors；communicative competence

摘要:交际教学法认为：培养交际能力应该是语言教学的根本目的，听、说、读、写四种语言技能的训练必须为交际能力服务。采用交际化教学法，能显著地促进学生运用英语交际的能力,所以应该有效地利用交际教学法去提高教学质量，使学生更好地进行交流。本文详细分析在课堂内外运用的交际教学法，通过几个常用的交际教学法案例进行分析，指出学生主体地位和教师多元化作用的关系，并总结教学实践中的一些失误。最后对交际语言教学法进行了总的评价，并提出了一些建议。

关键词：交际教学法；非英语专业大学生；沟通能力

CLT focuses on teaching students the ability to make comprehensive use of language and considers the communicative ability as the ultimate goal of teaching. With the development of modern information technology, CLT has been applied to foreign language teaching in China. CLT continues to play an effective and active role. CLT appeals to those who seek a more humanistic approach to teaching, one in which the interactive processes of communication receives priority. But CLT is rather a new approach in China. The disadvantages and problems mentioned above don’t mean that CLT is not effective. In fact, the effectiveness of CLT is affected by some variables, such as learners’ learning style, environmental and cultural factors, actual conditions of different countries, and so on. Even if  two students acquire the same amount of comprehensible input, it doesn’t mean that they can produce the same amount of language output. In this sense, examining the effectiveness of CLT is a tough job. In addition, it is a big challenge for us to set the criteria for testing students’ communicative competence and skills. However, CLT offers a choice for teachers to think about their teaching, though there is a long way to go before they can effectively adopt such a teaching approach.