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proach
There are two versions of communicative approach, one is the strong version of communicative approach, and the other is weak version.
Strong version of communicative approach advances the claims that language is acquired through communication.. It is not necessary for the students to pay special attention to English learning; they would pick up the grammatical principals during the communicative procedure. Within this version, one uses English to learn it.
The weak version of communicative approach stresses the importance of providing learners with opportunities to use their English for communicative purpose, and characteristically attempt to integrate such activities into a wider program of language teaching. According to what has been described, we get the information that
one learns English to use it, namely only if one learns English well firstly, and can he have the ability to communicate with others. However, such description separates the English learning from approach. In China, most junior English teachers adapt weak version of communicative approach. During the language teaching procedure, most of the teachers remain apply the old teaching method into practice, and they only stress on language structure. The author of the dissertation believes that one should use English to learn it, which should be supported in middle school English teaching. (Stern. 43-50)
Ⅱ.Features of Communicative Approach
In order to understand communicative approach better, we should carefully study its features. Here we analyze eight features in detail.
Firstly, focus on meaning. In the communicative approach, the meaning seems much more important. When you are communicating with the students, you not only have to emphasize the fluency, but also have to emphasize its meaning.
Secondly, one should learn to communicate. It means that one learns English to use it. Most people think that one should use English to learn it, which is a wrong idea. In the English class of middle school, the purpose of learning English is to help the students communicate in English.
Thirdly, any device which helps the learners is accepted, but it should be varied according to the age interests. In the English class of middle school, the atmosphere is significant. Therefore, some devices such as photos, media player, and computer software should be provided to induce the students’ interests.
Fourthly, comprehensive pronunciation is sought. When we adapt communicative approach, the fluency is emphasized. Meanwhile, its pronunciation should also be sought.
Fifthly, translations may be used where students need or benefit from them.

According to the feature of the middle school students, the teacher should translate some difficult sentences for them, then they can recite them to use naturally.
Sixthly, reading and writing can start from the first day, if desired. Reading and writing are two important factors in the English class. In the communicative approach, reading and writing are also conducive to communicating.
Seventhly, fluency and acceptable 本论文由英语论文网 www.51lunwen.org整理提供language is the primary goal, and accuracy is judged by the context. It is known that fluency is the goal of communicative approach. When we use English we should not just focus on how to choose a correct word, actually, we should speak with fluency. Then, the accuracy is also required according to the context.
Eighthly, students are expected