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【Abstract】Since the 1980s，Chinese government promotes actively Communicative Language Teaching（CLT）.But due to influence of traditional Chinese culture，teachers and learners have some difficulties in implementing the approach，especially private higher vocational college.The paper is to explore in what aspects of traditional Chinese culture influence the implementation of CLT.
【Keywords】traditional Chinese culture； Confucian culture； Communicative Language Teaching； influence； private higher vocational college
1.Introduction
Since the reform and opening up，Chinese government attaches great importance to English language teaching（ELT）so that New teaching approach from western countries，CLT has been actively introduced.
However，due to the influence of traditional Chinese culture， teachers and learners meet lots of new difficulties，including classroom activities designed by teachers and passivity of learners，when trying to implement CLT，especially private higher vocational college in China.
This paper explores in what aspects of traditional Chinese culture affect the implementation of CLT.
2.Definition of Communicative Language Teaching
As is clear CLT is interpreted in diverse ways by different people.So far，there is not an authoritative definition of CLT.However，researcher seem to agree that the main features of CLT include the following three aspects.
First，the core content of CLT is about cultivating ability of language use.Second，The purpose of CLT is to improve communicative competence.Third，CLT emphasizes autonomic learning of learners.
In addition，CLT is an approach rather than method.Compared with Audio Lingual，CLT has not a set of procedures to be followed regardless of context.（ Huang，2007）
3.Definition of traditional Chinese culture
Traditional Chinese culture is considered as broad and profound national culture with Chinese characteristics，which consist of five aspects including religious ideas，moral system，achievement of literature and art，language form and cultural books.Gu （2006： 169-190）thinks traditional education should be part of traditional Chinese culture，and it has been shaped by traditional Chinese culture.The Confucian culture is regarded as the center of traditional Chinese culture.Educational values such as what teachers need to teach and how teacher teach come from Confucianism.The traditional education of China has carried forward Confucian culture. 4.Influence of traditional Chinese culture on educational beliefs
In the following paragraphs，the paper will explain effect of traditional Chinese culture on educational beliefs in terms of four aspects including attitudes to knowledge，learning ideas，role of teacher and learners and teaching assessment.
4.1 Influence of traditional Chinese culture on attitudes to knowledge
Traditional Chinese culture has influence on teachers and learners’ attitudes to knowledge.Ballard and Clanchy （ 1991： 13）proposes there are two different types of attitudes to knowledge in all cultures and societies，including “attitudes to knowledge which emphasize the conservation of knowledge and attitudes which emphasize its extension”.
In the private higher vocational college，teachers and learners’ attitudes to knowledge affected by traditional Chinese culture.Because the Confucius is considered as representative of Confucianism，Confucianism has become the rule of feudalism thoughts since Han Dynasty.Writings and words of Confucius are the basis for traditional Chinese culture.In the Analects of Confucius，“shu er bu zuo，xing er hao gu” means Confucius emphasizes respecting and inheriting ancestor’s theory rather than creating new theory，and Confucius believes ancestor and likes ancient cultural books.（Wang，2008）Although Confucius reinterpret the ancient cultural books，he think reviewing and understanding old knowledge is the basis of developing new knowledge.It show Confucius emphasizes the conservation of knowledge，which have a great influence on teachers and learners’ attitudes to knowledge in private higher vocational college.These teachers pay more attention to transmission of knowledge，but they omit cultivating capacity for innovation.Compared with developing new knowledge，learners also pay more attention to accumulation of knowledge.For ELT，teachers and learners emphasizes importance of English language basic knowledge such as vocabulary and grammar rather than ability of language use.
By contrast，CLT emphasizes language use as creative.Chomsky （1957）points out that standard structural theories of language” do not explain the“creativity”and“uniquenes” of individual sentences.Chomsky’s idea let British linguists pay more attention to“the functional and communicative potential of language”.Finocchiaro and Brumfit （1983）find out differences between the Audiolingual Method and the Communicative Approach.They think“Language is created by the individual，often through trial and error”.All of these，suggest that Communicative Language Teaching sees not only conservation and accumulation of language basic knowledge but also language use as creative.Hence，if teachers and learners need to use CLT，their priority should be extending knowledge. 4.2 Influence of traditional Chinese culture on learning ideas
Traditional Chinese culture affects not only attitudes to knowledge，but also learning ideas.
Due to influence of traditional Chinese culture，teachers and learners in the higher vocational college in China think learning process include two steps： the first step is about learning knowledge，the second step is about strengthening and using knowledge learners have learnt through practice.In the Chinese language culture，learning （xue xi）is considered as compound word.Confucius is the first person who put learning （xue）and practice （xi）together.For example，in the Analects of Confucius，“xue er shi xi zhi，bu yi yue hu”means learners often study （xue）and practice（xi）all what they have learned，is it not pleasant？ （Wang，2008）The sentence show Confucius think there are two steps in the learning process.The first step is about learning （xue）skill and knowledge through listening，observing，imitation and reciting.The second step is about practice （ xi），it means learners should apply knowledge they have learnt in practice.
Krashen’s language acquisition theory is compatible with the Communicative Approach.Krashen think acquisition is different from learning.Acquisition means learners improve target language unconsciously and spontaneously through using in real environment，which ‘fits’ the principles of CLT.Learning means learners know grammatical knowledge consciously under the teacher’s guidance，which can not lead to acquisition.（Richards
【Keywords】traditional Chinese culture； Confucian culture； Communicative Language Teaching； influence； private higher vocational college
1.Introduction
Since the reform and opening up，Chinese government attaches great importance to English language teaching（ELT）so that New teaching approach from western countries，CLT has been actively introduced.
However，due to the influence of traditional Chinese culture， teachers and learners meet lots of new difficulties，including classroom activities designed by teachers and passivity of learners，when trying to implement CLT，especially private higher vocational college in China.
This paper explores in what aspects of traditional Chinese culture affect the implementation of CLT.
2.Definition of Communicative Language Teaching
As is clear CLT is interpreted in diverse ways by different people.So far，there is not an authoritative definition of CLT.However，researcher seem to agree that the main features of CLT include the following three aspects.
First，the core content of CLT is about cultivating ability of language use.Second，The purpose of CLT is to improve communicative competence.Third，CLT emphasizes autonomic learning of learners.
In addition，CLT is an approach rather than method.Compared with Audio Lingual，CLT has not a set of procedures to be followed regardless of context.（ Huang，2007）
3.Definition of traditional Chinese culture
Traditional Chinese culture is considered as broad and profound national culture with Chinese characteristics，which consist of five aspects including religious ideas，moral system，achievement of literature and art，language form and cultural books.Gu （2006： 169-190）thinks traditional education should be part of traditional Chinese culture，and it has been shaped by traditional Chinese culture.The Confucian culture is regarded as the center of traditional Chinese culture.Educational values such as what teachers need to teach and how teacher teach come from Confucianism.The traditional education of China has carried forward Confucian culture. 4.Influence of traditional Chinese culture on educational beliefs
In the following paragraphs，the paper will explain effect of traditional Chinese culture on educational beliefs in terms of four aspects including attitudes to knowledge，learning ideas，role of teacher and learners and teaching assessment.
4.1 Influence of traditional Chinese culture on attitudes to knowledge
Traditional Chinese culture has influence on teachers and learners’ attitudes to knowledge.Ballard and Clanchy （ 1991： 13）proposes there are two different types of attitudes to knowledge in all cultures and societies，including “attitudes to knowledge which emphasize the conservation of knowledge and attitudes which emphasize its extension”.
In the private higher vocational college，teachers and learners’ attitudes to knowledge affected by traditional Chinese culture.Because the Confucius is considered as representative of Confucianism，Confucianism has become the rule of feudalism thoughts since Han Dynasty.Writings and words of Confucius are the basis for traditional Chinese culture.In the Analects of Confucius，“shu er bu zuo，xing er hao gu” means Confucius emphasizes respecting and inheriting ancestor’s theory rather than creating new theory，and Confucius believes ancestor and likes ancient cultural books.（Wang，2008）Although Confucius reinterpret the ancient cultural books，he think reviewing and understanding old knowledge is the basis of developing new knowledge.It show Confucius emphasizes the conservation of knowledge，which have a great influence on teachers and learners’ attitudes to knowledge in private higher vocational college.These teachers pay more attention to transmission of knowledge，but they omit cultivating capacity for innovation.Compared with developing new knowledge，learners also pay more attention to accumulation of knowledge.For ELT，teachers and learners emphasizes importance of English language basic knowledge such as vocabulary and grammar rather than ability of language use.
By contrast，CLT emphasizes language use as creative.Chomsky （1957）points out that standard structural theories of language” do not explain the“creativity”and“uniquenes” of individual sentences.Chomsky’s idea let British linguists pay more attention to“the functional and communicative potential of language”.Finocchiaro and Brumfit （1983）find out differences between the Audiolingual Method and the Communicative Approach.They think“Language is created by the individual，often through trial and error”.All of these，suggest that Communicative Language Teaching sees not only conservation and accumulation of language basic knowledge but also language use as creative.Hence，if teachers and learners need to use CLT，their priority should be extending knowledge. 4.2 Influence of traditional Chinese culture on learning ideas
Traditional Chinese culture affects not only attitudes to knowledge，but also learning ideas.
Due to influence of traditional Chinese culture，teachers and learners in the higher vocational college in China think learning process include two steps： the first step is about learning knowledge，the second step is about strengthening and using knowledge learners have learnt through practice.In the Chinese language culture，learning （xue xi）is considered as compound word.Confucius is the first person who put learning （xue）and practice （xi）together.For example，in the Analects of Confucius，“xue er shi xi zhi，bu yi yue hu”means learners often study （xue）and practice（xi）all what they have learned，is it not pleasant？ （Wang，2008）The sentence show Confucius think there are two steps in the learning process.The first step is about learning （xue）skill and knowledge through listening，observing，imitation and reciting.The second step is about practice （ xi），it means learners should apply knowledge they have learnt in practice.
Krashen’s language acquisition theory is compatible with the Communicative Approach.Krashen think acquisition is different from learning.Acquisition means learners improve target language unconsciously and spontaneously through using in real environment，which ‘fits’ the principles of CLT.Learning means learners know grammatical knowledge consciously under the teacher’s guidance，which can not lead to acquisition.（Richards