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　　 the day human language was studied, it has been viewed as linguistic code forinformation recording and exchanging. On this linguistic basis, grammar-transformationmethod was employed to teach language at that time. Teachers taught mostly about thespelling, pronunciation, vocabulary, and grammar of language by viewing it just as aconventionalized code. this perspective, language form and usage is prior to meaning,function as well as language use.However, if and when we look at language as conventionalized code, we cultivatelearners’ linguistic competence, first put forward by Chomsky (1957). Through further anddeeper study of language, the nature of language has gradually been discovered. As the natureof language both viewed as linguistic code and social behavior has been widely recognized,communicative competence was put forward by Hymes (1972) as a contrast to linguisticcompetence and placed as the paramount language competence for language learning andteaching then on. At this stance, human language functions mostly and importantly associal behavior than linguistic code. Through years of studies and researches home andabroad, it has long been acknowledged that both linguistic competence and communicativecompetence are indispensable language competence for L2 learners.Our Chinese college students (non-English majors) are a large part of population who areobliged to learn English at least in their first and second college years. According to theCollege English Curriculum Requirements in 2004, https://www.51lunwen.org/daxueyingyu/ college students are prescribed andexpected to achieve both corresponding mastery in linguistic competence and moreimportantly in communicative competence. Learning language itself shouldn’t be the ultimategoal or objective of college students. More importantly, language should be regarded ascommunication tools and also the ultimate goal of learning it is for actual use orcommunication. Widdowson (1978) states that the acquisition of communicative competenceis the ultimate aim in language learning. Students’ learning language in class is for one day touse out of class and in real lives. Brown (1994) recognizes students eventual need to applyclassroom learning to heretofore unrehearsed contexts in the real worldWe all know that the course-book plays an important role both for students’ learning andteachers’ teaching. On one hand, a satisfactory course-book can facilitate the effectivelearning of students; on the other hand, it can also help teachers to achieve teaching objectivesefficiently. After knowing the importance of communicative competence for languagelearners, whether our college English course-books are designed to cultivate learners’linguistic and communicative competence respectively with a focus on communicativecompetence is under analysis and uation. The author of this dissertation is going to do thecourse-book uation with the purpose to check whether the course-book pay enoughattention to the communicative competence.Having known what to do is the first step, then how to do the uation is the key step.The author follows the four- step procedure which is adapted Hutchinson and Waters’four-step (1987) procedure: Step1, defining criteria, Step 2, external analysis, Step 3, internalan本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。