交际教学法在英语语法教学中的应用A Study on the Application of Communicative Approach in English Grammar TeachingTable of ContentsAbstract in English1Key words in English1Abstract in Chinese1Key words in Chinese2I. Introduction2II. The Traditional English Grammar Teaching Methods3III. The Communicative Approach51. Definition of Communicative Approach52. Some Features of Communicative Approach6IV. The Application of Communicative Approach in English Grammar Teaching71. The principles of applying communicative approach in English grammar teaching72. Four Models of applying Communicative Approach in English Grammar Teaching10V. Conclusion15 Reference books15 AbstractAs China entered WTO, Chinese have more and more opportunities to communicate with foreigners. Nowadays English teaching has become an important task, Communicative Approach has been the mainstream in English Language Teaching in China. The approach which helps realizes the goal of learning languages is using the new-learned language to communicate with other people in real life. In this paper, the author tries to analyze the present condition of English grammar teaching, and then gives a general introduction of the Communicative Approach so as to discuss the application of this kind of method in the English grammar teaching. This paper emphasizes that the application of Communicative Approach will improve students interests of English learning efficiently and help them communicate better, finally make them be the right talents needed in the new century.Key Words: Communicative approach, English grammar, application摘 要随着中国加入WTO，同外国人交流的机会大大增加了，这使得英语教学成为一项重要的研究课题。在中国的许多外语教学法中，交际法已成为主流。它体现了学习语言的目的，即能在现实生活中用所学语言和别人进行交流。本文首先分析了英语教学的现状，然后对交际法做了综述，以此为理论依据来论述交际教学法在英语语法教学中的应用，强调交际教学法的应用利于提高学生的学习兴趣，使其能更好地用英语交流，成为新世纪社会真正需要的人才。关键词：交际法；英语语法； 应用I. Introduction Owing to the traditional grammar-focused, teacher-centered and task-based classes in China, English is thought to be something dry and abstract or a subject similar to other subject that the student are learning. What the student needs to do in class is just to concentrate on teachers lecture, which always focuses on vocabulary and grammar explanation. As a result, many students cannot open their mouths to speak English despite they have learned English for several years. Under the “Reform and Opening-up policy” and with China entry to WTO, English is becoming a hit in China. In line with the national policy and current situation, the reforming of educational system in China is progressing with times and the tendency of quality-oriented education is taking to end. At present, traditional methods are widely used in grammar teaching in China, but the approach has already showed its shortcomings and limitations. At first, there is little or no attention to pronunciation. The assumption is that language consists of written words and of words that exist in isolation, as though they are individual bricks that could be translated one by one into their foreign equivalents and then assessed according to grammatical rules into sentences in the foreign language. Second, it is text-bounced and confined to only two skills-reading and writing; it is not a communicative activity because it involves no oral interaction. Third, it is not suitable for classroom work because the students must do their own work; it is also time consuming and wasteful. Fourth, it is associated with different language, with literary or scientific texts, and is not suited to the general needs of the language learner; and the use of mother tongue is required, and this is not desirable. In the word, the traditional grammar teaching method is to teach students grammar rule after rule. The students have to remember the dull rules in mind, but they cannot use them freely. When they are speaking a foreign language, they have to stop from time to time to think of the sentence structure and the grammar rules in order to anther, perhaps it is unimaginable to stop for a moment to have some time to think about something and then speak continuously. What they should do is trying to speak fluently and make the language receiver understand them. In the traditional teaching of the grammar, the center of the process is the teacher, and the teacher controls every students action as possible as he or she can. The students are the passive receivers, because they cannot think and speak freely. What they have to do is to remember the rules the teacher taught them.Communicative approach is an approach to language teaching which emphasizes the meaning and usage rather that the form of language and aims at developing the learners communicative competence in foreign language teaching and learning. Because of the features of possibility、 feasibility in foreign language teaching and leaning. Because of the features of possibility, feasibility, appropriateness and performance and the advantages o