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Benefits and Limitations of Using a Communicative Language
Teaching (CLT) Approach in China
Table of Content
1. Introduction 2
2. Communicative Approach and Communicative Competence 2
2.1 Background 2
2.2 Communicative Language Teaching Approach 2
2.2.1 What is Communicative Language Teaching Approach? 2
2.2.2 Main features of a Communicative English class 2
2.3 Communicative Competence 2
2.3.1 Content of Communicative Competence 2
2.3.2 Significance of the theory of Communicative Competence
2
3. Analysis of Communicative Language Teaching Approach in
China 2
3.1 The Historical Background of the English Teaching in China
2
3.2 Development of Communicative Language Teaching Approach
in China 2
3.3 Informal and Formal Approaches to Communicative Language
Teaching 2
3.3.1 Acquisition and Learning 2
3.3.2 Informal and Formal Approaches 2
3.4 Application of Communicative Language Teaching Approach
in Middle School English Teaching in China 2
3.4.1 Objective of CLT Approach in Middle School in China
2
3.4.2 Principle and Guidelines for Communicative Teaching
2
3.4.3 Developing Communicative Competence through Communicative
Activities 2
3.4.4Teachers' Role in a Communicative Teaching 2
3.4.5 Benefits and Limitations of Applying CLT in English
Teaching in China 2
4. Reflections and Suggestions 2
4.1 Misinterpretation about CLT 2
4.1.1 Fallacy One: CLT doesn't Need Grammar 3
4.1.2 Fallacy Two: CLT Stresses Only Oral English 3
4.1.3 Fallacy Three: CLT Takes the Form of Pair Work 3
4.2 Suggestions for Improving CLT 3
4.2.1 Adopting CLT with Chinese characteristics in English
Learning for Communication. 3
4.2.2 Emphasizing the Importance of Theory and Capacity in
Language Teaching for Teachers 3
5. Conclusion 3
Reference 3
1. Introduction
2. Communicative Approach and Communicative Competence
2.1 Background
2.2 Communicative Language Teaching Approach
2.2.1 What is Communicative Language Teaching Approach?
2.2.2 Main features of a Communicative English class
2.3 Communicative Competence
2.3.1 Content of Communicative Competence
2.3.2 Significance of the theory of Communicative Competence
3. Analysis of Communicative Language Teaching Approach in
China
3.4.5 Benefits and Limitations of Applying CLT in English
Teaching in China
4. Reflections and Suggestions
5. Conclusion
Reference
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