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1、FunctionalOutcomesfromtheCommunicativeApproachToCollegeEnglishReadingClassLiLiqun&YixiuboJilinUniversityAbstractThepaperintendstostudythecommunicativeapproachtotheteachingofEnglishreadingandattemptstosolvetheproblemof“dumb”and“deaf”wayoflanguagelearning.Followingthethe
2、oriesoflanguageacquisition,discourseanalysisandprinciplesonlearnerautonomy,theauthorfirstlyclarifiesthenecessityandeffectivenessofadoptingthecommunicativeapproachintheteachingofreading,thencarriesoutareformofactivitiesinreadingclass.Afteratwo-semestercontrastivestudy,t
3、headvantagesofcommunicativeapproachcanbeclearlyseen.Inconclusion,thecommunicativeapproachmaynotonlyimprovestudents’overallabilityintheuseoflanguagebutalsodevelopstudents’learningautonomyandelicittheirinterestinEnglishlearning.Therefore,communicativeapproachmightbecomet
4、hetendencyfortheteachingofCollegeEnglish.Keywords:communicativeapproach,teachingreadingfromdiscourseperspective,classroomactivities,learner-centeredapproach,learnerautonomyI.IntroductionWhilecollegeEnglishteachinghasmadegreatprogress,itstillhasalotofproblems,especially
5、theoneso-called“deaf”and“dumb”wayoflanguagelearning.Inordertomeettheneedsofsociety,makeCollegeEnglishteachingmoreeffective,andfullydevelopstudents’overallabilityofEnglish,theauthorintendstostudyonthecommunicativeapproachtotheteachingofCollegeEnglishreading.Beforetheyea
6、rof2000,theauthorhadbeeninstructingthesamesetoftextbooksforover10years,whichwasmainlydesignedtofollowthetraditionalpatternofteachingandlimitedtheteacherstoconducttheclassroomactivitiesinatrappedway.ThenewtextbookbyYingHuiLandesignedwiththeprinciplesofstudent-centeredap
7、proachandlearner-autonomyprovidedthesupplementaryaidsforteacherstopracticecommunicativeapproach.Sotheauthordecidedtomakeuseoftheadvantagesofthenewtextbookandapplythecommunicativeapproachintheteachingpractice.TheresearchstartedfromtheSeptemberof2002.Eightnon-Englishmajo
8、rclassesfromAutomobileCollegeinJilinUniversitywererandomlychosenastwocontrastivestudygroups.Fourclassesofthesubjectsw
