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ative competence put forward by Dell Hymes, professor of anthropologyand sociolinguists. And language testing has developed into an independent disciplinewith its own research fields and research methods. It did not come out until theappearance of the language teaching. Language testing is at the service of languageteaching.
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2.2 Theoretical Background of Communicative LanguageTeaching

2.2.1 Concept of Communicative Competence
The standard definition of communicative competence has been argued for along time in the academic society. So far there is no universally accepted definitionfor the communicative competence. It attaches more importance to using the targetlanguage instead of just mastering the grammatical rules. What is common for variousdefinitions of communicative competence is that they all regard the communicativecompetence as the ultimate goal for language learning and teaching.The earliest concept of communicative competence was put forward by DellHymes (1972), which was in contrast to Chomsky‘s linguistic competence. InChomsky‘s view:Linguistic theory is concerned primarily with an idea speaker-listener, in a completelyhomogeneous speech community, who knows its language perfectly and is unaffectedby such grammatically irrelevant conditions as memory limitations, distractions, shifts of attention and interest, and errors (random and characteristic) in applying hisknowledge of the language in actual performance.And Hymes‘ colleagues (anthropological linguists, sociolinguists, and functionallinguists) argue that the language consists not only Chomsky‘s (1957,1965)grammatical competence but also of sociolinguistic or pragmatic competence whichcovers all situated aspects of language use and related issues of such appropriatenessas the speaker (and, if different, the original author), the addressee(s), the message,the setting or event, the activity, the register, and so on so forth‖ (Celce-Murie &Olshtain, 2000).
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Chapter Three Analysis of IELTS Speaking Test.......17
3.1 Introduction.....17
3.2 Analysis of IELTS Speaking Test .......17
3.2.1 Structure of IELTS Speaking Test.........17
3.2.2 Communicative Approach Embodied ......19
3.3 The Questionnaire .......20
3.4 Summary.........26
Chapter Four Findings and Discussion ......28
4.1 Introduction.....28
4.2 Chinese Candidates‘Performance in IELTS Speaking Test .........28
4.3 IELTS Candidates‘Attitude towards Oral English Teaching........30
4.4 Explanations for the Situation.......35
4.5 Implications for College Oral English Teaching.........37
4.5.1 Teaching Goal .........38
4.5.2 Teaching Content ....39
4.5.3 Teaching Methods .........40
4.5.4 Make Use of Modern Teaching Equipment......43
4.5.5 Establish an Extracurricular Supervision System .........43
4.5.6 Improve Oral English Testing and Evaluation........
.6 Summary.........44
Chapter Five Conclusion....46
5.1 Summary of the Findings........46
5.2 Limitations and Suggestion for Further Study......47

Chapter Four Findings and Discussion

4.1 Introduction
IELTS speaking test which highlights the communicative competence is usuallythe weakest part for the Chinese candidates. The current situation of the ChineseIELTS candidates‘ 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。