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ied linguists at that time. The criticism was that kind of teaching methodproduced structurally competent students being frequently communicativelyincompetent. Another cause of controversy was undoubtedly the fact that, by the endof the 1960s, there were growing possibilities of international communication,vocational cooperation and travel around the world. In the meantime, a certainnumber of western theoretical linguists began to consider semantics as basis to thetheoretical model of language.'Language is not a habit of structure. The behaviorist view of language learningmight lead to language-like behaviors, but they were not resulting in competence'(Chomsky, 1966: 153). And A.PR. Howatt (1984: 280) also told us 'There was nofuture in continuing to pursue the chimera of predicting language on the basis ofstructures. What was required was a closer study of the language itself and a return tothe traditional concept that utterances carried meaning in themselves and expressedthe meanings and intentions of the speakers and writers who created them.'
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1.2 The Definition of Communicative Approach
According to Richards & Schmidt, Language is the system of humancommunication transforming the structured arrangement of sounds (or their writtenrepresentation) into larger units. Thus, English learners learn this language tocommunicate with English speakers.Accordingly, what is “Communicative Approach”? The subsequent definition ofcommunicative approach is extracted from Longman Dictionary of LanguageTeaching and Applied Linguistics (2012:115).“Communicative Approach is an approach to foreign or second language teachingwhich emphasizes that the goal of language learning is communicative competenceand which seeks to make meaningful communication and language use a focus of allclassrooms.”Communicative Approach could be regulated as a set of communicative languageteaching theories, organized on account of communicative functions, such as arguing,persuading, and promising, which learners have the necessity to comprehend. In effect,CA is a wider combination of concepts or hypothesis about language and language learning.On one hand, CA refers to little more than a combination of functional andgrammatical language teaching. As Littlewood indicates: 'One of the mostcharacteristic features of communicative language teaching is that it pays systematicattention to functional as well as structural aspects of language.'On the other hand, it refers to utilizing procedures in which learners work inpairs or groups making use of available and valid language resources in tasks ofissues solving. As Ricbards and Rogers states: 'Communicative purposes may be ofmany different kinds. What is essential in all of them is that at least two parties areinvolved in an interaction or transaction of some kind where one party has anintention and the other party expands or reacts to the intention'.
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Chapter Three Methodology .... 31
3.1 Research objectives ....... 31
3.2 Research participants..... 33
3.3 Research instruments..... 34
3.4 Research procedure ....... 34
Chapter Four Findings and Implications........ 37
4.1 Conformity with CA...... 37
4.2 Accordance with the New English Curriculum Standard .... 43
4.3 Findings in application ........ 46
Conclusion.... 52
Suggestions ....... 54Limitation of the study .....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。