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1、CommunicativeLanguageTeachingapproachTheDefinitionOfCLTCommunicativeLanguageTeaching(CLT)originatedfromthechangesintheBritishSituationalLanguageTeachingapproachdatingfromthelate1960s(Richards&Rodgers,2001).Stemmingfromthesocio-cognitiveperspectiveofthesocio-linguistictheo
2、ry,withanemphasisonmeaningandcommunication,andagoaltodeveloplearners’“communicativecompetence”,CommunicativeLanguageTeaching(CLT)approachevolvesasaprominentlanguageteachingmethodandgraduallyreplacedthepreviousgrammar-translationmethodandaudio-lingualmethod(Warschauer&Kern
3、,2000).Sincetheconceptof“communicativecompetence”wasfirstintroducedbyHymesinthemid-1960s,manyresearchershavehelpeddeveloptheoriesandpracticesofCommunicativeLanguageTeachingapproach(Brown,1987;Canale,1983;Hymes,1971;Littlewood,1981;Nattinger,1984;Nunan,1987&1989;Richards&R
4、odgers,1986;Widdowson,1990).HymescoinedthistermincontrasttoChomsky’s“LinguisticCompetence”.AsStern(1992)explicated,“Competencerepresentsproficiencyatitsmostabstractandpsychologicallydeepestlevel”(p.73).Chomskyindicatedthatunderlyingtheconcretelanguageperformance,thereisan
5、abstractrulesystemorknowledgeandthisunderlyingknowledgeofthegrammarofthelanguagebythenativespeakerishis“linguisticcompetence”.Incontrast,Hymesarguethatinadditiontolinguisticcompetence,thenativespeakerhasanotherrulesystem.InHymes’view,languagewasconsideredasasocialandcogni
6、tivephenomenon;syntaxandlanguageformswereunderstoodnotasautonomous,acontextualstructures,butratherasmeaningresourcesusedinparticularconventionalwaysanddevelopthroughsocialinteractionandassimilationofothers’speech(Warschauer&Kern,2000).Therefore,speakersofalanguagehavetoha
7、vemorethangrammaticalcompetenceinordertobeabletocommunicateeffectivelyinalanguage;theyalsoneedtoknowhowlanguageisusedbymembersofaspeechcommunitytoaccomplishtheirpurposes(Hymes,1968).Basedonthistheory,CanaleandSwain(1980)laterextendthe“Communicativecompetence”intofourdimen
8、sions.InCanaleandSwain,“‘Communicativecompetence’wasunderstoodastheunderlyingsystemsofknowledgea
