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ted, “Competence represents proficiency at its most abstract and psychologically deepest level” (p.73).
In Hymes’(1968) view, language was considered as a social and cognitive phenomenon; syntax and language forms were understood not as autonomous, a contextual structures, but rather as meaning resources used in particular conventional ways and develop through social interaction and assimilation of others’ speech (Warschauer＆Kern, 2000). Therefore, speakers of a language have to have more than grammatical competence in order to be able to communicate effectively in a language; they also need to know how members of a speech community to accomplish their purposes (Hymes, 1968) use language. Based on this theory, Canale and Swain (1980) later extend the “‘Communicative competence’ was understood as the underlying systems of knowledge and skill required for communication. Knowledge refers here to what one knows (consciously or unconsciously) about the language and about other aspects of communicative language use; skill refers to how well one can perform this knowledge in actual communication (Canale, 1983, p.5)”.Also Hedge (2000) discusses five main components of communicative competence. Namely, linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency. The above discussion on communicative competence helps us to see that real language use involves far more than knowledge and ability for grammaticality. In other words, communicative competence includes knowledge of what to say, when, how, where, and to whom. Communicative Approach is not a unitary, fixed-teaching model，but the core of “using language to learn” and “learning to use language”, Rather than merely “learning language”, or “learning about language”. Students can gain the ability of communicative competence is the final purpose of Communicative Approach .Teachers in the entire teaching process plays a decisive role. In the communicative English teaching, teachers’ role is the key whether the communicative teaching ideas could be use in teaching or not.
The word of “role” derives from the dramas that is use to illustrate the actors on the stage, and is widely used in the study of the sociology and psychology. In addition, teachers in social life, with a variety of social identity, play different roles in society and have different rights and behavior. On this article, the teachers’ role in mainly refers to teachers in educational advancement of teaching activities, behavior and impact.
In the communicative teaching classroom, the traditional role of teacher is teaching “words, and solve doubts”, but now teachers no longer only means of the traditional sense of the word “knowledge”, but rather learning helper. In the communicative teaching activities, students should be the core; teachers should teaches relying on student-centered, give full play to the initiative of the students. Harmer(1991) regarded the role of foreign language teachers as controller，assessor，organizer，prompter，participant resource. In the new curriculum standards that above the requirements of the teacher’s role, then added a “the guider”. Therefore, in the communicative teaching, teachers should need to play these roles above all, as both of an organizer, facilitators, and learner and participants.
In China, there are few real English language contexts, classroom instruction and teacher’s responsibility is