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1、TheApplicationofCommunicativeApproachinMiddleSchoolsIntroductionInChina,traditionalEnglishteachingapproachinmiddleschoolsemphasizesonstudents’vocabularyandgrammarlearningandhenceignoresthetrainingofstudents’communicativeability.Itisimportantforstudentstocommuni
2、cateinEnglish.ButthetraditionalEnglishteachingapproachinmiddleschoolscan’tmeettherequirement.Theconflictbetweenteachingapproachandteachingresultsrequiresmiddleschoolteachersmustfindaneffectiveteachingapproachtotrainstudents’communicativeability,andsolvethecontr
3、adictionbetweenteachingandapplication.CommunicativeApproachemphasizescommunication.ThisarticleanalyzestheprinciplesofCommunicativeApproach.Bothstudentsandteacherscangetbenefitsfromusingit.CommunicativeApproachclaimsthatteachershouldtakereallanguageandrealscenes
4、toteachstudents.That’salsowhatthisthesiswantstoexpressanddiscusshowtoimprovestudents’communicativeabilityandcreateexcellentcommunicativetalents.1.TheExistentProblemsofEnglishTeachingAtpresent，themajorformofschooleducationinChinaisteacher-centeredteachingforChin
5、esestudents.Studentsgainknowledgeinclassroom,theyalsogainstudystrategies，andtheirstudywillbeestimatedthere.However，ChineseteacherstillusethetraditionalEnglishteachingapproach.ThecharacteristicsoftraditionalEnglishteachingapproacharethese:(1)Teacher-centered.Tha
6、tmeansthattheteacherdecidesthecontentsandprocessoftheteaching.Inthismodeofteachingtherealteachingresultscouldnotbereflected，andthestudentshavefewchancestocommunicateinclassandpracticeoralEnglish.(2)Basedonexaminations.ThedestinationofEnglishteachingisonlyforexa
7、minations.ThistraditionalEnglishteachingapproachignoresthecultivatingofstudents’communicativeabilities.Forteachers，thisteachingapproachissafeandeasytoteach,butitisunfairtostudentstolearn.“IntraditionalEnglishteachingapproach，teacherisregardedastheauthority.Inte
8、acher’smind,Englishteachingisaprocessofmemorypracticing,butnottheprocessofpracticinginthinking.Thisteachingapproachcausesthestudents’lackofcommunicativecompetenceandconsciou
