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【Abstract】In language teaching， the origin of the communicative approach can be dated back to the late 1960s. Communicative approach is an effective way of improve students’ spoken English， based on the teaching practice in a middle school. This paper presents the teaching achievements under the communicative approach and compares the achievements under the communicative approach with that under the traditional teaching methods； and it proves that communicative approach plays an important role in spoken language teaching. It is hoped that more investigations will be carried out in this field to improve the middle school’s oral English teaching.
【Key words】communicative approach； middle school students； spoken English
【中图分类号】G633.41 【文献标识码】A 【文章编号】2095-3089（2014）06-0032-01
A. The origin， development and current situation of communicative approach
The origins of Communicative Approach dates back to the late 1960s. CA appealed to those who sought a more humanistic approach to teaching. The rapid adoption and implementation of CA also resulted from the fact that it quickly assumed the status of orthodoxy in foreign language teaching circles， receiving the sanction and support of leading applied linguists， language specialists， publishers， as well as institutions， such as the British Council. Since then， CA has been widely employed at all levels of foreign language teaching on a worldwide scale. China started CA in the early 70s. In 1979， Lixiaojun and her colleagues in Guangzhou began writing and teaching a set of communicative English textbooks entitled Communicative English for Chinese Learners. It asserts，“Language is communication， and learning a language is learning to communicate.”
B. The current situation of the middle school’s spoken English teaching
As present， English teaching reform has been carried out in schools， some teaching reform has been succeeded， but there are still some problems in English teaching. The students who have had several years of training in English are still unable to actually use the language. What they have learned is only used in examination. 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. 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’ speaking ability at the first place； they pay attention to the students’ listening ability in the whole communicative process. So our teachers face with the problem of changing our teaching methods to improve the students’ ability of listening and speaking. C. The effect that the student achieved under the Communicative Approach
After the CA was used in the two classes to improve their communicative competence， their real participation in the English class， the student’s interests and attitude towards the English class has improved.
Under the CA， students’interest and attitude has improved toward the English class， some students even not interested in the English class before， after attend the newly designed class based on the CA， they become interested in what the class conveyed to them， especially after their own participate in the real English communicative environment. They said English is not as difficult as they thought before， also not boring. Learning this language seems so interesting， they begin to change their attitude towards English learning. They said they can find funnier in the student？鄄centered class. After I made the comparison， I asked my teacher about this. She agrees with my research and also gives me some suggestions about the teaching planning. Some improvements are needed. But she agrees with the change of the teaching methods that results the positive change of the learners’ interest and attitude toward English.
After the brief analysis and research about the application of the CA in middle school’s spoken English teaching， the research results have shown that the CA is effective in the English teaching class. For the lack of time and the limits of my knowledge and capability， the study on the application of Communicative Approach to spoken English reaching in middle schools is far from being thorough. It is particularly worth nothing that our findings on CA are largely based on the investigation of a small group of students of Mengzhuiwan bilingual school， in Chengdu. They may not stand for other middle students as a whole. Therefore， it is hoped that more investigations will be carried out in this field.
Bibliography：
[1]Howatt， A.P.R. A History of English Language Teaching. Oxford： Oxford University Press， 2000.
[2]Li Xiaojun. “In defense of the communicative approach” ELT Journal. Oxford： Oxford UniversityPress， 1984.
[3]Widdowson， M. G. Teaching Language as Communica？鄄tion. Oxford： Oxford University Press， 1985.
[4]刘玉梅，肖肃编著《英语教学法：理论与实践》，北京：国防工业出版社，2007.
[5]王蔷.《英语教学法教程》，北京：高等教育出版社，2000.
【Key words】communicative approach； middle school students； spoken English
【中图分类号】G633.41 【文献标识码】A 【文章编号】2095-3089（2014）06-0032-01
A. The origin， development and current situation of communicative approach
The origins of Communicative Approach dates back to the late 1960s. CA appealed to those who sought a more humanistic approach to teaching. The rapid adoption and implementation of CA also resulted from the fact that it quickly assumed the status of orthodoxy in foreign language teaching circles， receiving the sanction and support of leading applied linguists， language specialists， publishers， as well as institutions， such as the British Council. Since then， CA has been widely employed at all levels of foreign language teaching on a worldwide scale. China started CA in the early 70s. In 1979， Lixiaojun and her colleagues in Guangzhou began writing and teaching a set of communicative English textbooks entitled Communicative English for Chinese Learners. It asserts，“Language is communication， and learning a language is learning to communicate.”
B. The current situation of the middle school’s spoken English teaching
As present， English teaching reform has been carried out in schools， some teaching reform has been succeeded， but there are still some problems in English teaching. The students who have had several years of training in English are still unable to actually use the language. What they have learned is only used in examination. 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. 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’ speaking ability at the first place； they pay attention to the students’ listening ability in the whole communicative process. So our teachers face with the problem of changing our teaching methods to improve the students’ ability of listening and speaking. C. The effect that the student achieved under the Communicative Approach
After the CA was used in the two classes to improve their communicative competence， their real participation in the English class， the student’s interests and attitude towards the English class has improved.
Under the CA， students’interest and attitude has improved toward the English class， some students even not interested in the English class before， after attend the newly designed class based on the CA， they become interested in what the class conveyed to them， especially after their own participate in the real English communicative environment. They said English is not as difficult as they thought before， also not boring. Learning this language seems so interesting， they begin to change their attitude towards English learning. They said they can find funnier in the student？鄄centered class. After I made the comparison， I asked my teacher about this. She agrees with my research and also gives me some suggestions about the teaching planning. Some improvements are needed. But she agrees with the change of the teaching methods that results the positive change of the learners’ interest and attitude toward English.
After the brief analysis and research about the application of the CA in middle school’s spoken English teaching， the research results have shown that the CA is effective in the English teaching class. For the lack of time and the limits of my knowledge and capability， the study on the application of Communicative Approach to spoken English reaching in middle schools is far from being thorough. It is particularly worth nothing that our findings on CA are largely based on the investigation of a small group of students of Mengzhuiwan bilingual school， in Chengdu. They may not stand for other middle students as a whole. Therefore， it is hoped that more investigations will be carried out in this field.
Bibliography：
[1]Howatt， A.P.R. A History of English Language Teaching. Oxford： Oxford University Press， 2000.
[2]Li Xiaojun. “In defense of the communicative approach” ELT Journal. Oxford： Oxford UniversityPress， 1984.
[3]Widdowson， M. G. Teaching Language as Communica？鄄tion. Oxford： Oxford University Press， 1985.
[4]刘玉梅，肖肃编著《英语教学法：理论与实践》，北京：国防工业出版社，2007.
[5]王蔷.《英语教学法教程》，北京：高等教育出版社，2000.