Developing Students' Communicative Competence Of Oral English In Middle School Through CA

For a fairly long time, language teaching has been greatly influenced by the traditional approaches, which are actually "knowledge-imparting processes", while language learning is a "knowledge-receiving process". It's obvious that these teaching methods are no longer suitable for the wider and wider scope of foreign exchange that China is expanding and can't meet our country's need for high-quality talents.This paper first introduces the basic information on Communicative Approach (CA) as well as the concept of communicative competence. Some typical forms of communicative activities are also introduced here. Then some traditional language teaching approaches with their characteristics, focuses, etc. are reviewed. And the paper makes comparisons between CA and traditional methods with their respective advantages and disadvantages. Then it focuses on the combination of CA with elements of traditional methods. After that, it shows the result of a series of communicative activities which are conducted on student subjects, and also investigates the effect of CA through the data collected from two questionnaires. Conclusion is drawn afterward that CA is an effective way to improve middle school students' ability of speaking English and of communicating. The writer points out, in the last part of this paper, some limitations of CA and its implementation in middle schools and makes some suggestions on future research. The purpose of this paper is to sum up and induce some effective ways to develop our learners' communicative competence.