論交際語言教學(xué)在中學(xué)英語教學(xué)中的有效應(yīng)用

OntheEffectiveApplicationofCommunicativeLanguageTeachinginMiddleSchoolEnglishTeaching畢業(yè)論文(設(shè)計)PAGEPAGE25AcknowlegementsIwouldliketoexpressthankstoallthepeoplewhohelpedmeintheprocessofwritingthisthesis.Firstofall,specialgratitudeshouldbeshowntoMr.CaiZiliang.Hegavemealotofusefulsuggestionsandgreatlyencouragedme.Second,IwouldliketothankMr.LaiPeiquanandMs.ZhongWen,whotaughtusACourseinEnglishLanguageTeaching.Theirlecturegavemesomeinspirationforthisthesis.Third,IamindebtedtoMr.TianMinggangfromwhoselectureIbenefitedalot.Finally,Iamgratefultomygroupmember,LianQiuxia,whohelpedtocheckthethesisforme,aswellastheassistantsofthelibraryandthereferenceroomwhosuppliedmewithvaluablereferencematerialandmyclassmateswhohelpedmemuchduringmywritingthethesis.AbstractCommunicativeLanguageTeaching(CLT)wasfoundedbyBritishlinguist,D.A.Wilkinsin1970s.Innearthirtyyears,ithasdevelopedtobealeadingapproachandtheoryinforeignlanguageteachingallovertheworld.IthasbeenmorethantwentyyearssincetheintroductionofCLTinChina.CommunicativeLanguageTeachinghasbecomethemaintrendinforeignlanguageteaching.However,therearestillsomeobstaclesintheapplicationofCLT.ItismainlyduetotheincorrectcomprehensiontowardsCLTandsomenegativefactorsinclassroomteaching,aswellasnationalexaminationsystem.Inconsiderationofthemisinterpretationsandnegativefactors,thisthesistriestoanalyzetheelementsthathindertheeffectiveapplicationofCLT.Theelementsincludetheteacher,students,classroomorganization,nationaleducationsystem,etc.TherearetwoextremetreatmentstowardsCLT.OneisthatCLTdoesnotneedgrammar;theotheristhatCLTstressesoralEnglishonly.TogainabetterunderstandingofCLT,thethesisdiscussesitrangingfromitsdevelopment,characteristics,toitsprinciples.ThenthewritergivessomesuggestionsaccordingtothecurrentsituationofEnglishteachinginourcountry.Languageisatoolofhumancommunication.ThefinalgoalofCLTistoimprovelearners’communicativecompetencewhichreflectstherequirementofmodernlanguagedevelopment,andtheobstaclesthathindertheeffectiveapplicationofCLTinEnglishteachinginChinesemiddleschoolcanbeconquered.KeyWords:CLT(CommunicativeLanguageTeaching)applicationcommunicativecompetence摘要交際法是在20世紀七十年代由英國語言學(xué)家威爾金斯（D.A.Wilkins）創(chuàng)立的。三十多年以來，交際法已經(jīng)發(fā)展成為規(guī)模的外語教學(xué)理論和教學(xué)方法，成為當(dāng)今世界各國外語教學(xué)界普遍承認和接受的基本原則。交際法介紹到我國至今已有二十多年了，現(xiàn)已成為我國外語教學(xué)的主要教學(xué)方法之一。交際法在應(yīng)用于我國中學(xué)英語教學(xué)過程中受到不少阻力，這主要是因為對交際法認識的偏頗和交際法應(yīng)用于中學(xué)英語課堂教學(xué)中的一些不利因素造成的。本文從這些錯誤認識和不利因素出發(fā)，分析了阻礙交際課堂的因素。這些不利因素包括老師、學(xué)生、班級組織和我國升學(xué)制度等各個方面。認為交際法不需要教語法和交際法只強調(diào)口語是對交際法的兩個極端的錯誤認識。作者簡單闡述了交際法的發(fā)展淵源，交際法的特征及原則?；趯浑H法的理解及當(dāng)前我國中學(xué)英語教學(xué)中阻礙交際法有效應(yīng)用的一些因素，文中就如何有效應(yīng)用交際法提出了一些建議。語言是交流的工具，交際法的最終目的是提高學(xué)習(xí)者的交際能力，這也體現(xiàn)了現(xiàn)代社會對語言發(fā)展的要求。交際法應(yīng)用于我國中學(xué)英語教學(xué)過程中遇到的困難是可以克服的。關(guān)鍵詞：交際法交際能力應(yīng)用ContentsAcknowledgements……….………….ⅰAbstract(English)………………….…ⅱAbstract(Chinese)iv1.Introduction…12.TheproblemsinapplyingCLTinChinesemiddleschoolandmisinterpretationsofCLT………………22.1Limitationofstudents’oralEnglish……….…22.2Studentslackconfidence…………………22.3Largesizeoftheclass………….……………….32.4Lackingcommunicativemotivation…………….32.5Thepressurefromnationaleducationalsystem……….………..42.6TeacherswithalackofEnglishproficiency…….42.7MisinterpretationsofCLT……………………53.HowtounderstandCLT….…………………….…...63.1DevelopmentofCLT…………….……………..63.2ThecharacteristicsofCLT………...……………83.2.1Meaning-centered……………..……………93.2.2Learner-centered…...93.2.3Task-based……….…………93.2.4Situation-organized…………….………103.2.5Integration-oriented……….….…………...103.3PrinciplesofCLT…...103.3.1Communicationprinciple……………….………………...103.3.2Taskprinciple…...113.3.3Meaningfulprinciple……………………...124.HowtoapplyCLTeffectively….……………….124.1RolesoftheteacherandstudentsinCLTclassroom...……...134.1.1RolesoftheteacherinCLTclassroom……….………...…134.1.2RolesofstudentsinCLTclassroom…….………………...144.2IntegratingCLTwithtraditionalmethod….……….……..……144.2.1Teachinggrammarinacommunicativeway……………...154.2.2IntegratingfourlanguageskillsinCLT…………………...164.3HowtoapplyCLTinalargeclass……….……………….…174.3.1Dividingthestudentsintogroupsorusingpairwork….…174.3.2Askingthewholeclassreaction…………..184.3.3Thinkingaboutvisionandacoustics……...184.4Howtostimulatingstudents’communicativemotivation…….………………..184.4.1Reformingtheclassteachingmode.……..……………….184.4.2Creatingcommunicativeatmosphere..…..………………..194.4.3Usingcommunicativematerials…...204.4.4Buildingupstudents’confidence………………….…...214.5Makingpropercommunicativetests…….…………………..…224.6Improvingteachers’Englishproficiency.……….….………….……….………235.Conclusion………………………...23References……………..25OntheEffectiveApplicationofCommunicativeLanguageTeachinginMiddleSchoolEnglishTeachingIntroductionLanguageisatoolofhumancommunication.TheultimategoalofEnglishteachingistodevelopstudents’communicativecompetence.Obviously,trainingstudentstocommunicateinEnglishshouldbethemaintaskofEnglishteachers.Widdoson(1978),arepresentativeofCommunicativeLanguageTeaching(CLT),pointsoutthattheconcentrationofforeignlanguageteachingmustbetransferredfromteachinglanguagesystemintoteachingstudentshowtouselanguagetocommunicate.Withinthelastquarterofthe20thcentury,CLThadbeenputfortharoundtheworldastheneworinnovativewaytoteachEnglishassecondorforeignlanguage.CLTwasintroducedinChinaintheearly1980s.Ithasbeengreatlyconcernedbyourforeignlanguageexpertssincethen.TherehavebeenaseriesofdiscussionsandresearchesonthepossibilityoftheadaptationofCLTinthegeneralsituationofforeignlanguageeducationinChina.Accordingtothosediscussionsandresearches,somemethodsfordesigningandcarryingoutcommunicativelanguageteachingaregenerated.CLThasbeenconsideredasaninnovativeapproachinforeignlanguageteaching.However,theresultofconcreteapplicationofCLThasnotbeenverysatisfactory.ThisthesisattemptstoexploretheproblemsthathindertheeffectiveapplicationofCLTinEnglishteachinginmiddleschoolinChinaandaimsatmakingsomesuggestionsonhowtosolvetheproblemsandonhowtoapplyCLTeffectively.TheproblemsinapplyingCLTinChinesemiddleschoolandmisinterpretationsofCLTItisinevitabletoencountersomeobstaclesintheapplicationofateachingapproach.Chinahasitsowncharacteristicswhicharedifferentfromothercountries.InordertoapplyCLTeffectively,weshouldbeawareoftheproblemsinapplyingCLT.AccordingtothecurrentsituationofEnglishteachinginChinesemiddleschool,problemsarelistedasfollows:2.1Limitationofstudents’oralEnglishMiddleschoolstudentshavelearnedalimitedvocabularyandgrammaticalknowledge,whichmakesitdifficultforthemtoexpressthemselves.Thisisabigobstacleforcommunicativeclassroomconstruction.Someofthestudentsmaybeself-confidentandactiveinclasswhilemoreothersmaywithdraw.StudentswhoseoralEnglishisbetterwouldbehavemoreactively;thosewhoseoralEnglishisnotsogoodwouldbelessconfidentinshowingthemselves.2.2StudentslackconfidenceMostpeopleintendtodotheirbestinthepresenceofthewholeclass.Theypreferdonothingratherthanperforminabadway.Students’deficiencyinoralEnglishpreventsthemfromexpressingthemselves,sotheychoosenottotakerisktomakemistakes.StudentswhoarepoorinoralEnglishwouldloseconfidenceandactpassivelyinCLTclassroom.Incontrast,studentswhohaveabettercommandoforalEnglishalsohavethesamematter.Itrelatestotheirownexperienceandtheteacher’sattitudetowardstheerrorstheymake.Ifonehasbeenlaughedatbeforewhenhemademistakes,heisunlikelytobeactiveinclass.Hewashurtbythatpainfulexperience.Inthiscase,theteacher’sattitudeisverycrucial.Heshouldguidethestudentstorealizethaterrorisinevitableincommunicativeclassroom.Heshouldalsoguidethemtolearnfromtheirerrors.However,studentswouldfeelashamediftheteacherpointsouttheirmistakesdirectly.2.3LargesizeoftheclassManystudentsareafraidtospeakinthepresenceofalargegroupofpeople.Largesizeoftheclassputgreatpressureonthem.Studentsprefertostudyinaclasswithfewerclassmatesratherthaninonewithalotofclassmates.Anotherproblemcausedbyaclassoflargesizeisthatitwouldbedifficulttocarryoutcommunicativeactivities.InmiddleschoolinChinatoday,itisacommonthingtohavefiftytosixtystudentsinoneclass.Itishardfortheteachertoensurethatallofthemhaveequalopportunitytocommunicatewithinthelimitedtime.Besides,theteacher’svoiceaccountswhenitcomestoalargeclass.Studentssittingatthebackwouldhavedifficultyinhearingclearlytheteacherandthestudentssittinginthefront.Itmaybealsodifficultforthemtoseewhatiswrittenontheblackboard.2.4LackingcommunicativemotivationQuitealotofstudentsinmiddleschoollackcommunicativemotivationinChinatoday.TheylearnEnglishmainlyforthefollowingreasons:First,parentsandteacherswantthemtodoso.Second,Englishisakeysubject;theymustlearnitwellsothattheycangetagoodremarktopasscollegeentranceexamination.Third,tohaveagoodcommandofEnglishisbeneficialtogetagoodjobinthefuture.Fourth,theycanshowoffthemselvesiftheylearnitbetterthanotherpeople.EnglishislearnedasaforeignlanguageinChina.PeopledonotuseEnglishtocommunicateinactuallife.Eveniftheydonotlearnwell,theirregularlivesstillwon’tbeinterfered.2.5ThepressurefromnationaleducationalsystemCollegeentranceexaminationlikeamagicstickinfluencestheeducationofmiddleschool,especiallythatofseniormiddleschool.ThesameistruewithEnglish.SometeachersopposeapplyingCLTintoEnglishlanguageteachinginmiddleschool.Becausetheircontributionisevaluatedbytheresultsofexamination.Theyalsothinkteachingshouldmeettheneedofstudents,andthecollegeentranceexaminationshouldtakepriority.Parentsalsohopetheteachercanhelptheirchildrentohavegoodresultinthatexaminationwhichenablethemtoenterabettercollege.Underthepressureofhavingabetterfurthereducation,manystudentsalsothinkcommunicativeclassroomisnothelpfultothemgettingresultinexamination.2.6TeacherswithalackofEnglishproficiencyMostEnglishteachersinmiddleschoolareChinese.TheydonothaverichknowledgeaboutthecultureofEnglish-speakingcountries.Therefore,theymaygetlostinsomecircumstances.Thenincommunicativeactivities,theteachermayfailtoguidestudentstomakemeaningfulauthenticcommunication.Asaresourceprovider,theteachermustbeproficientinEnglish.Mostoftheinputismadebytheteacher.Students’communicativecompetenceispromotedmoreeasilyiftheteacherhasaveryhighlevelofcommunicativecompetence.Bycontrast,iftheteacherhasahighleveloflinguisticcompetencebutwithlowleveloflinguisticperformance,students’communicativecompetenceisunlikelytodevelop.2.7MisinterpretationsofCLTThoughCLThasbeenverypopularinEnglishteachinginChinesemiddleschool,therearestillsomemisinterpretationswhichobstructtheeffectiveapplicationofCLTinmiddleschoolEnglishteaching.ThemisunderstandingsarecausedbytheconfusionoftherolesoforalEnglishandgrammarinCLT.OnefalsehoodisthatCLTdoesn’tneedgrammar;theotheristhatCLTstressesoralEnglishonly.ManymiddleschoolEnglishteachersthinkthatCLTemphasizesonthedevelopmentofstudents’communicativecompetence,andthenitisunnecessarytoteachgrammar.Infact,thereisnocontradictionbetweengrammarteachingandCLT.GrammaticalknowledgeisanindivisiblecompetenceinCLT.Tolearngrammaroftargetlanguageistousetargetlanguagemoreaccurately.Learningistofacilitatecommunication.Learnersaresupposedtolearnhowtouseaforeignlanguagebutnotmerelylearnit.Evenmore,communicativecompetence,whichistheultimategoaloflanguageteaching,includeslinguisticcompetenceandtheproperuseoflinguisticknowledge.Linguisticknowledgeisanimportantcomponentofcommunicativecompetence.ExcludinggrammarinEnglishteachingmightmakestudentsfailtounderstandwhatotherssayinEnglish,letalonecommunicatingwithotherpeopleinthatlanguage.AnotherextremetreatmentisseemlytostressonoralEnglishonly.ManymiddleschoolEnglishteacherstreatCLTthesameasspokenEnglishtraining.Therefore,theydon’tfavorCLTandevenresistit.Infact,thatisamisconceptiontoCLT.CLTemphasizestheintegrationoffourlanguageskillsincludingspeaking,listening,writingandreading.Thetranslationofcommunicativecompetenceinlanguageteachingpracticeistodeveloplearners’languageskills,namely,listening,speaking,readingandwriting.3.HowtounderstandCLTCLTstartsfromatheoryoflanguageascommunication.Communicationreferstotheexchangeofinformation,views,aswellasfeelingsamonghumans.Communicativecompetence,astheultimategoaloflanguageteaching,doesnotonlyinvolvethestudents’abilitytodealcorrectlywithlanguageusage,butalsoincludestheabilitytouseappropriatelyinarealsituation.InCLTclassroom,theteachingmodeislearner-centered.Studentsareencouragedtointeractactively;theircommunicativemotivationshouldbeenhancedintheprocedureoftheclass.3.1DevelopmentofCLTAnylanguageteachingthoughtiscontrolledbyspeciallinguisticviewsandlanguagelearningviews.Before1970s,languageteachingemphasizedonwhatNewmarkandReibelcalled“masteryoflanguagestructure”.Itsgoalwastoteachthelearnerstohandlethelanguagesystemcompetentlyandtoteachwhatmightbecalled“l(fā)inguisticcompetence”.Aroundthe1960s,thenatureoflanguageandlanguagelearningarousedwideinterestfromspecialistsoflinguistics,education,psychology,etc.Theyobservedlanguageandlanguagelearningfromdifferentperspectives,allofwhichlaidasolidtheoreticalfoundationfortheemergenceofnewlanguageteachingapproach--theCLT.AmericanlinguistNoamChomskyproposedthewell-knownTransfermational-Generative(TG)Grammar.Chomskydefineslanguageasasetofrulesorprinciples.Theaimoflinguisticsistoproduceagenerativegrammarwhichcapturesthetacitknowledgeofthenativespeakerofhislanguage.System-FunctionalGrammaris“oneofthemostinfluentiallinguistictheoriesinthetwentiethcentury”(HuZhuanglin,2001),havinggreateffectonvariousdisciplinesrelatedtolanguage,suchaslanguageteaching.“Ittakesactualusesoflanguageastheobjectofstudy,inoppositiontoChomsky’sTGGrammarthattakestheidealspeaker’slinguisticcompetenceastheobjectofstudy”(HuZhuanglin,2001:409).Itismuchmorerelevanttotheneedsofvariousgroupsofpeoplewhodealwithlanguage.Intheearly1970s,EuropeancountriesrecoveredfromtheSecondWorldWarandthepotentiallabormarketattractedmillionsofforeigners.ThecommunicationsamongEuropeancountrieshavebecomemoreexpandedasaresultoftheestablishmentofEuropeanCommunity,andobstacleoflanguagebecameabigproblem.Hymesfirstintroducedtheconceptof“communicativecompetence”.HepointsoutthatChomsky’slinguisticperformancemodeldoesnotprovideanexplicitplaceforsocioculturalfeatures.“Ittakestheabsenceofaplaceforsocioculturalfactors,andthelinkingofperformancetoimperfection,todiscloseanideologicalaspecttothetheoreticalstandpoint”(C.J.BrumfitandK.Johnson,2003:8).Thecentraltheoreticalconceptincommunicativelanguageteachingis“communicativecompetence”.Itis“atermintroducedintodiscussionsoflanguageuseinsecondorforeignlanguagelearningintheearly1970s,anddevelopedinthe1980sandthe1990s”(XuJinfen,2006).BritishlinguistD.A.WilkinsisconsideredasthefounderofCLT.Heproposedafunctionalorcommunicativedefinitionoflanguagethatcouldserveasabasisfordevelopingcommunicativesyllabusesforlanguageteaching.Heanalyzedthecommunicativemeaningsthatalanguagelearnerneedstounderstandandexpressratherthandescribethecoreoflanguagethroughtraditionalconceptsofgrammarandvocabulary.Wilkin’sbook,Nationalsyllabus,hasagreatimpactonthedevelopmentofCommunicativeLanguageTeaching.“Sincethemid-1970s,thescopeofCommunicativeLanguageTeachingexpanded.BothAmericanandBritishproponentsnowseeitasanapproachthataimstomakecommunicativecompetencethegoaloflanguageteachingandtodevelopproceduresfortheteachingofthefourlanguageskillsthatacknowledgeininterdependenceoflanguageandcommunication.3.2ThecharacteristicsofCLTCLTconsiderslanguageasatoolforpeople’scommunication.Tolearnalanguageistodevelopcommunicativecompetence.Theultimateobjectiveistohelplearnerstogainthecompetenceofcommunication.TheCLThasthefollowingcharacteristics:3.2.1Meaning-centeredInthecommunication,themainconcernsaretheabilitiesofinterpretation,expressionoflanguageandnegotiationofthoughts.Fluencycomesaheadofaccuracy.AsEnglishlearners,studentsshouldlearnhowtoexpressthemselvesappropriatelyinaspecifiedsituationwhenmasteredcertainlinguisticknowledge.Englishteachersshouldhaveaclearideathatthefinalgoaloflanguageteachingistodevelopthestudents’communicativecompetence.3.2.2Learner-centeredStudentsarethecenteroftheclassinCLT.Studentsshouldbeencouragedtoparticipateinactivitiesintheclassroom,throughwhichtheycanlearntouseandthinkinEnglish.Aclasscanbedividedintothreestages,previewstage,freepracticestage,consolidationstage.Ineachstage,theteachershouldtrytoguidestudentstodiscover,think,andsolveproblemsbythemselves.3.2.3Task-basedStudentsaresupposedtofinishgiventasksorsolveproblemsintheclassroom.Itcanrousestudents’enthusiasmtowardslanguagelearningandachievethelearninggoalmoreeffectively.Theirlanguagecompetencewillbepromotedintheprocessoffinishingthetasksorsolvingtheproblems.Task-basedactivitiesnotonlycanbeusedinclass,butalsocanbeassignedashomework.StudentsshouldlearnEnglishinformalclassroomsituationaswellasinothertime.Extracurriculartasksshouldbedesignedforthem.3.2.4Situation-organizedInrealandsignificantlanguagelearningsituation,studentswouldhavethedesireandmotivationtoproduceandtocommunicate.InCLTteachershouldcreatesituationsthatareclosetorealsocialsituations.Studentsmightgivecreativeandunpredictableresponse.Moreover,socialcommunicationinreallifecanalsobeusedinclassroom.Role-playcanbeeffectiveactivityinthiscase.3.2.5Integration-orientedInreallanguageuseweusealllanguageskills,includingthereceptiveskillsoflisteningandreading,andtheproductiveskillsofspeakingandwriting.Therefore,inCLT,languageskillsareintegratedfromthebeginning.Agivenactivitymightinvolvelanguageskillsincludingspeaking,listening,reading,andperhapswriting.3.3PrinciplesofCLTAccordingtothefivecharacteristicsmentionedabove,weshouldobeytheprinciplesinapplyingCLT.TherearethreeprinciplesofCLTasthefollowing.3.3.1CommunicationprincipleAllactivitiesshouldbedesignedforcommunication.Thefinalgoaloflanguageteachingistodevelopstudents’languagecommunicativecompetence.Soalltheactivitiesorganizedbyteachersintheclassroomshouldfocusonthecommunicativepurpose,andtoachievetheaim.Communicationnotjustreferstotheexpressionofthelanguageinformation,butalsotheexchangeofthoughtsandfeelings.Students’abilitiesoftheinterpretation,expressionoflanguageandnegotiationofthoughtsarealltheobjectivestobedeveloped.Ellis(1990)hascriteriaforevaluatingcommunicativeclassroomactivities:A.Communicativepurpose:Theactivitymustinvolvethestudentsinperformingarealcommunicativepurposeratherthanjustpracticinglanguageforitsownsake;B.Communicativedesire:Theactivitymustcreateadesiretocommunicateamongstudents;C.Content,notform:Whenthestudentsaredoingtheactivity,theymustconcentrateonwhattheyaresaying,nothowtheysayit;D.Varietyoflanguage:Theactivitymustinvolvethestudentsinusingavarietyoflanguage,notjustonespecificlanguageform;E.Noteacherintervention:Theactivitymustbedesignedtobedonebythestudentsworkingbythemselvesratherthanwiththeteacher;F.Nomaterialscontrol:Theactivityshouldnotbedesignedtocontrolwhatlanguagethestudentsshoulduse.3.3.2Taskprinciple“Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning”(WangQiang,2000:16).Learningispromotedthroughtheactivitiesinwhichlanguageisusedtoperformmeaningfultasks.Theymotivatethelearnersandexploitboththelinguisticcompetenceanddiscoursecompetenceinthetexts.Throughperformingthetasks,thelearnersaremorelikelytobeconfidentandeffectivespeakers.Thatis,theycanbecomemorecompetentusersoftheEnglishlanguage.3.3.3Meaningfulprinciple“Languagethatismeaningfultothelearnersupportsthelearningprocess”(WangQiang,2000:16).Theremustbeinformationgapincommunicativeactivities.Inreallife,communicationtakesplacebetweentwoormorepeople,oneofwhomknowssomethingthatisunknowntoothers.Thepurposeofcommunicationistobridgethisinformationgap.Inthisway,thelanguageismeaningfultothestudentswhouseit.Theconceptofinformationgapisoneofthemostfundamentalelementsinthewholeareaofcommunicativelanguageteaching.Oneofthemainjobsfortheteacheristocreatesituationswhereinformationgapexistandmotivatethestudentstobridgeitinappropriateways.Cherrysaysinformation“canbereceivedonlywhenthereisdoubt”(1957:168).Ifthehearerknowsinadvancethatthespeakerwillinevitablyproduceaparticularutteranceinaparticularcontext,thenitisobviousthattheutterancewillgivehimnoinformationwhenitoccurs.Thusnocommunicationwilltakeplace.Intheclassroom,theteacherneedstocreateactivitiescontaininginformationgapastoencouragerealcommunication.Activitiesshouldbedesignedtohaveinformationgapbetweenstudentsandensurethecommunicationismeaningful.4.HowtoapplyCLTeffectivelyWithregardtocurrentsituationofEnglishteachinginChinesemiddleschool,howtoapplyCLTeffectivelybecomesasignificantissue.ConsideringthemisinterpretationsaboutCLTandtheproblemsinapplyingCLTinChinesemiddleschoolmentionedinpart2,thewriterwouldliketoproposesomesuggestionstosolvetheproblemsandtoapplyCLTbetterinmiddleschoolEnglishteachingbasingonitsunderstanding.4.1RolesoftheteacherandstudentsinCLTclassroom4.1.1RolesoftheteacherinCLTclassroomTheteacheractsasacontrolleroftheclassroomintraditionallanguageteaching.Heexplainsthestructureandthemeaningofvocabularyitemsinclassesandorganizesthepracticeexercise,ensuresthatoutputisaccurateandissupposedtoknowtheanswerstoanygrammarorvocabularyquestionsthatthelearnermightask.Thatisteacher-centeredform.Theteachercontrolsallclassroominteractionwhichisusuallybetweentheteacherandstudents.Interactionsbetweenstudentsarenotadvocated.However,inCLTclassroom,theteacherplaysaquitedifferentrole.BreenandCandlin(1980:99-100)discussthatinCLTtheteacherfirstactsasaresourceorganizer,facilitatorandparticipantandasaresourceproviderhimself.Second,heactsasguidewithinclassroomproceduresandactivities.Third,heactsasresearcherandlearnerwithmuchtocontributeintermsofappropriateknowledgeandability,actualandobservedexperienceofthenatureoflearning.InLittlewood’swords,theteachermusthelplearnerstouselinguisticstructurestotheircommunicativefunctionsinrealsituationsandrealtime.InCLT,theteacherissupposedtoknowthestudents’needsandbeimaginativeenoughtousehisknowledgetocreaterealisticcommunicativeactivities.Theteachercannotassumethattextbookalonewillprovideenoughinformation,andheneedstoactivelyconsiderothersources.Theteacherneedstobeflexible,abletoorganizeeffectivelybothteacher-centered,controlledteachingandfreer,lesscontrolledfluencypractice.Suchflexibilityrequirestheteachertohaveverygoodlanguageandteachingskills,andbeabletocreateagoodcooperativeclassroomatmosphere.4.1.2RolesofstudentsinCLTclassroomInthetraditionalmethod,studentsaretheirteachers’passivefollowers.Theyfollowtheteacher’sdetailedexplanationofthedialogues,drills,andparagraphs.Thestudentsaresupposedtorespondcorrectlytotheteacher’sstimulationbutnotencouragedtoinitiatetheirownuseofthetargetlanguage.Themeaningofwhattheysayinactivitiesissecondarytothecorrectnessoflanguageform.However,inCLT,studentsactasnegotiatorwithinthegroupandwithintheclassroomproceduresandactivitieswhichthegroupundertakes.LearnershavebeenplacedgreatemphasisinCLTclassroom.AccordingtoJohnsonandMarrow,“Theteachercanhelp,advice,andteach,butonlythelearnercanlearn.”AnoutstandingfeatureofCLTisthatthelearnersinvolveinthewholeprocessoflearning,andthey“l(fā)earnbydoing”.Tosimplify,inCLT,itisthelearnersplayacenterrole.4.2IntegratingCLTwithtraditionalmethodItisgenerallyagreedthatnoanysin