As present, English teaching reform has been carried out in schools, some teachingreform has been succeeded, but there are still some problems in English teaching. Thestudents who have had several years of training in English are still unable to actually usethe language. For example, the students can’t understand what the teachers have said andthey can’t express themselves, their ability of listening and speaking is not up to standard.They can’t communicate with others in English. What they have learned is only used inexamination. Many people believe that is because the teachers do not do their job properly. Actually, many teachers ignore the importance of the students’ ability of listening and speaking. Now the teachers have been faced with the problem of improvingthe students’ ability of listening and speaking.English teaching reform is carried out on a national-wide scale, how do we evaluate it?Most of headmasters and teachers only pay attention to the marks of the entranceexamination. It seems that some students have got high marks in examination, but their listening and speaking are very poor, they can’t communicate with what they havelearned. Secondary school students have taken six years to master the essential of Englishand still are not able to speak the language well in many cases. In essence, the students’language ability is incomplete.Furthermore, many teachers think that they have taught the basic knowledge of thelanguage to students; it is simple enough for the students to use the knowledge, later, tocommunicate. However, it wrong to think that knowledge of how sentences are used incommunication follows from knowledge of the correct way to make them. The thought of teachers is also a reason resulting in the fact ------- the students’ language is incomplete.Investigating the west education of foreign language, we can find that the teachers never divide the four abilities in their teaching. They always put the training students’ speakingability at the first place, they drill the students’ listening ability in the wholecommunicative process. So our teachers face with the problem of changing our teachingmethods to improve the students’ ability of listening and speaking.
II. Introduce the communicative approach1. The definition of communicative approach
Communicative approach refers to the theory of teaching according to the principle thatthe students and teachers should genuinely communicate with each other using the targetlanguage.
2. Two principles of communicative approach
Among the numerous principles of communicative approach, there are two pieces of principles, which are more important in China’s English teaching.
2.1 Create more realistic situation
The current teaching methods don’t emphasize the real world situations and fail tocultivate students’ spontaneity. Artificial conventions and mechanical question-and-answer sequences fall short of the flexible, spontaneous kind of communicativeinteraction required for performing a task with the context of situation relevant to the realworld. Such classroom teaching forces learners to talk about things that are not of their own choosing and not based on their actual needs. Instead, they are provided with a rigidset of guided structures in isolation. Taught in this way, the learners frequently fail whenthey are faced with the read to produce the language related to a specific situation.