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ing is communicative competence and which seeksto make meaningful communication and language use a focus of all classroom.It can be defined as a set of communicative language teaching theories, which areorganized on the basis of communicative functions (e.g. arguing, persuading, andpromising) that a given learner or a group of learners needs to know. (Canal & Swain,1980:25).Humanism psychology and psycholinguistics constitute the psychology base ofCA. The Communicative Approach emphasizes that the students must be the center ofthe study. We should analyze the need of language learners. Teaching content andteaching method ought to be formulated on the basis of the need. Besides, themistakes the learners had made during the learning of the language are unavoidable,what the learners pursue is the effective communication with disfigurement instead ofthe perfect communication. Thus, we must tolerate the learners’ language mistakes.
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2.2 Studies on Communicative Approach

2.2.1 Overseas Studies of CA
Language function item is the outline of Communicative Approach. It is ateaching method system which cultivates the ability to communicate with language ina particular social context. Communicative Approach appeared in the 70th of the 20thcentury. Hymes(1972), a sociolinguist has indicated in his thesis“On CommunicativeCompetence”that Communicative Competence is a synthesizer of several kinds ofabilities, including ability of grammar, psychology, social culture application et cetera.Widdowson published the thesis“Teaching Language as Communication ”in 1978.The communicative approach has been developed and perfected. In 1980, Canal andSwain expanded and perfected the theory of communicative competence of Hymesand put forward the four competences: grammatical competence，sociolinguisticcompetence ， discourse competence and strategic competence. （ Canal &Swain,1980:28）Therefore, learning a language contains not only phonetics, syntax,semantics but also organization of discourse, suitability of social language andverbal and nonverbal strategy.Howatt (1984) distinguishes between a “strong” and a “weak” version ofCommunicative Language Teaching. The former was described as “learning to use” andthe latter was described as “using English to learn”. （Xiao Xiao,2010:9）In recent years,Candlin（1987）, Nunan（1989）, Long（1989）, Bachman（1990）, Crookes（1993）,Willis（1996）, Skehan（1998） as well as other experts on language teaching enrichedthe CA theory from different aspects. (Hu Wenzhong, 2005:327)
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Chapter Three Research Design.......14
3.1 Research Questions......14
3.2 Research Subjects........14
3.3 Research Instruments.........16
3.3.1Questionnaires......16
3.3.2 Interviews of English Teachers.........17
3.4 Data Analysis ........18
Chapter Four Results and Discussion.........35
4.1 Model of Applying CA to Middle School Oral......35
4.2 Problems Existing in the Application of CA.....41
4.3 Recommendations for Oral English Teaching........43
Chapter Five Conclusion .....46
5.1 Major Findings........46
5.2 Limitations .......48
5.3 Further Study .........48

Chapter Four Results and Discussion

4.1 Model of Applying CA to Junior Middle School Oral English Teaching
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