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d answers, countless new explanation of the same issues. And there’s larger open space to converse, which enables conversation to proceed.5. ConclusionAs current teaching and research have increasingly focused on the reform of teaching patterns, the Communicative Approach seems to be feasible with its advocation of “giving propriety to oral speaking and laying equal attention on the four basic skills.” [10] However, as far as learning theory is concerned, neither Brimful and Johnson nor Littlewoods, can offer any absolute discussion, but several principles can be generalized as follows; [11] 1. The communicative principle: activities that involve real communication promote learning.2. The task principle: activities in which language is used for carrying out meaningful tasks promote learning.3. The meaningfulness principle: Language that is meaningful to the learner supports the learning process.Therefore, it seems that activities involving real communication and carrying with meaningful tasks serve to effective communication and teaching and learning. In other words, the authenticity of English classroom teaching is the natural requirement of Communicative Approach. And the cardinal form of classroom organization——conversation, if going well, can promote teaching greatly.Brumfit further elaborates “A communicative methodology would start from communication, with exercises which constituted communication challenges for students. As they attempted the exercises, students would have to stretch their linguistic capabilities to perform the given tasks, and would be given subsequent teaching, which could be of a traditional form, where they clearly perceived themselves to need to improve to establish communication adequately in relation to the task.” [12] “yet despite of the unavoidable disadvantages of Communicative Approach i.e., it refers to the learning theory very few.” [13], there’s still much desirability and it indeed ben efits English classroom teaching a lot. And an effective and successful English classroom teaching goes together with as two important and necessary factors: authenticity and conversation, which parallel in a communication-based classroom.References [1] Tang Lixing. TEFL in China: Methods and Techniques[M]. Shanghai: Shanghai Foreign Language Education Press.1983. P25 [2] 同[1] P30 [3] 林华民.新课程下我们怎样当老师[M].北京.中国国际广播音像出版社.2005. P44 [4] 全建强.英语课堂教学的真实性[J].国外外语教学.2006年第1期. P10 [5] Morrow. Authentic texts in ESP In S.Holden (ed.).English for Specific Purposes[M]. London. Modern English Publications.K.1977. P13 [6] Numan. Designing Tasks for the Communicative Classroom[M]. Cambridge: Cambridge University Press.D.1989. P54 [7] 同[6] P54 [8] 何洪.对话：课堂教学的理想境界[J].素质教育大参考，2006年第1期. P44[9] 徐立群.教师在英语课堂师生交往互动中的作用[J]. 疯狂英语（教师版）.2006年第1期. P17 [10] 同[1]. P27 [11] YiMing. [12] C. J. Brumfit & K. Johnson. The communicative Approach to Language teaching[M]. 上海：上海外语教育出版社.2000. P188-189[13] 张依娜.交际教学法问题之思考[J].外语与外语教学.2006年第4期. P2