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1、ÂÛ½»¼Ê·¨ÔÚÖÐѧӢÓï½ÌѧÖеÄÓ¦ÓÃ[Abstract]CommunicativeLanguageTeachinghasbeenintroducedintoChinaformiddleschoolEnglishteachingfornearlyadecade.Buttheeffectisnotsosatisfactoryasithadbeenexpected.ThewriterofthispaperinvestigatesandanalyzessomeproblemsintheapplicationofCLTinmiddleschoolinChina,thr
2、oughquestionnaireandsomeinterviewswithteachersandstudentsinamiddleschool.AccordingtosomebasicCLTtheorieswhichareclarifiedinthepaper,thewriterputsforwardsomesuggestionsforCLT¡¯sapplicationinmiddleschool,suchasmultiplerolesofteacher,interactionbetweenteachersandstudents,usingGrammarandTranslatio
3、nMethodtoimplementtheapplicationofCLT,dealingwithalargeclass,stimulatingstudents¡¯communicativemotivation,andmakingcommunicativetesting,etc.[KeyWords]CommunicativeLanguageTeaching;problems;characteristicsofthetheory;suggestions¡¾ÕªÒª¡¿¾ÅÊ®Äê´ú³õ½»¼Ê·¨±»Òý½øµ½ÎÒ¹ú,Ö®ºóÖ𽥹㷺µØ±»Ó¦ÓÃÔÚÖÐѧӢÓï
4、½ÌѧÖÐ,µ«Æä³É¹û²¢²»ÀíÏë¡£±¾ÎĿ͹۵Ø×·ËÝÁ˽»¼Ê·¨µÄÀ´Ô´ºÍ·¢Õ¹,²ûÊöÁ˽»¼Ê·¨µÄÌØÕ÷,ÒÔ¼°Ó¦ÓÃÖеÄһЩÔÔòºÍËùÒª±ÜÃâµÄÎóÇø¡£²ÉÓÃÁËÎʾíµ÷²é·¨ºÍ·Ã̸·¨¶Ô½»¼Ê·¨ÔÚÖÐѧӢÓï½ÌѧÖеÄʵʩЧ¹û½øÐе÷²é,·¢ÏÖ²¢·ÖÎöÁËÆäÓ¦Óùý³ÌÖдæÔÚµÄһЩÎÊÌâ¡£¸ù¾ÝÕâЩµ÷²é½á¹ûµÄ·ÖÎöºÍ»ù´¡ÀíÂ۵ĸÅÀ¨,±ÊÕßÕë¶Ô½»¼Ê·¨ÔÚÖÐѧӢÓï½ÌѧÖеÄ
5、Ó¦ÓÃÌá³öÁËһЩ½¨Ò飬°üÀ¨½ÌʦÔÚ½»¼Ê¿ÎÌÃÉÏËù°çÑݵĽÇÉ«,ÈçºÎÓ¦Óý»¼Ê·¨½ÌÓï·¨,ÈçºÎ½â¾ö´ó°àÈËÊý¶àµÄÎÊÌâ,ÒÔ¼°ÈçºÎ¼¤·¢Ñ§Éú½»¼Ê¶¯»ú,ÔÚ²âÊÔÖÐÈÚÈë½»¼ÊÄÜÁ¦²âÊÔµÈ.¡¾¹Ø¼ü´Ê¡¿½»¼Ê·¨£»ÎÊÌ⣻ÀíÂÛÌØÕ÷£»½¨Òé1.IntroductionTodayEnglishistaughtinsomanyplacesforsomanydifferentpurposes.[1]Thenumberofpeoplewhoarelear
6、ningEnglishinChinaalsohasbeenincreasingquickly.EvenEnglishhasbecomeamajorcourseinmiddleschooleducation.Traditionally,EnglishteachinginmiddleschoolsinChinahasbeendominatedbyteacher-centeredmode.Intheclassroom,theteacherwhoisconsideredastheleadingfactorputsonaone-manshow.Heseldomaskshisstudentsa
7、nyquestionsormakesanycommunicationwiththem.Hetriestoseizeeveryminuteandasmanyopportunitiesaspossibletoimpartthestudentswithknowledge.Therefore,thisapproach,inacertaindegree,iscalledthecrammingofforcedfeedingmethodof15teaching.Theteacher
