交际法的外语教学作为课堂教学的主要措施，它并不是直到20世纪90年代开始被中国所认识的。 It is not until the 1990’s that the communicative approach of L2 teaching was beginning to be recognized in China as the chief method of teaching in classroom. The main advantage of communication approach of language teaching lies in that this approach highlights the practical communicative roles of learning a language. In class, language is used for a genuine communicative purpose that requires the active participation by students. The teacher plays the role of instructor rather than the role of educator. That is to say, real communication, or at least, the imitation of real communication, is encouraged from both sides of the interaction. In this way, learners are forced to adopt suitable strategies to comprehend the language materials and consider the language form in a larger scale rather than concentrating on a single structural form). Whereas the aim of the traditional approaches is to lead from accuracy to fluency, the aim of communication-based teaching is to integrate all the basic language skills and to move from fluency to accuracy. The range of tasks available (reading texts, listening texts, problem-solving, role-plays, questionnaires, etc) offers a great deal of flexibility in this model and should lead to more motivating activities for the learners. In this way, learners may find it easy to internalize the language rules by real communication and interaction. 在传统的教学措施中，学生通常会获得个人的结构规则的正式指令（这里应该指的是老师总结的经验和重点）和机械模式的重复演习，英语论文，而是预先设计的口头和书面练习的形式。Under the traditional teaching approaches, learners usually acquire individual structural rules by formal instruction and mechanic pattern drills which are pre-designed in the form of spoken and written exercises. Controlled speaking or writing activities are preferred by teachers. The whole course is dull and students have no creation themselves. However, in communicative teaching, task usually adopts a variety of forms including reading, listening, investigation, problem solving, role acting, etc, which are integrated into the whole process of classroom interaction between the teacher and the students. Classroom activities are usually flexible and interesting. In the process of implementing these tasks, students have more opportunities to be involved in the communicative activity, thus the overall atmosphere helps them to be alert and active in participation. The whole process can be understood in the major components of the communicative approach of teaching. In China’s English teaching classes, course design under the guidance of any teaching approach is concerned with the selection and sequencing of content. In relation to communicative approach of teaching, selection and grading tasks are the essential requirements for the successful implementation of the teaching activity. Generally, this includes the analysis of the communicative task, the implementation of the teaching and the evaluation of the teaching effectiveness so and so forth. ，英语论文 |
