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[教育科学类][教学论文][英语教育]Benefits and Limitations of Using a Communicative Language Teaching (CLT) Approach in China

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论文题目： Benefits and Limitations of Using a Communicative Language Teaching (CLT) Approach in China

论文编号： lw200707132131521983

编辑： zx

论文属性：本科毕业论文

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论文语言：英文

登出日期： 2007-07-13

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论文字数：5500

购买价格： 400

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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无忧论文【http://www.uklunwen.com】 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
3.1 The Historical Background of the English Teaching in China
3.2 Development of Communicative Language Teaching Approach in China
3.3 Informal and Formal Approaches to Communicative Language Teaching
3.3.1 Acquisition and Learning
3.3.2 Informal and Formal Approaches
3.4 Application of Communicative Language Teaching Approach in Middle School English Teaching in China
3.4.1 Objective of CLT Approach in Middle School in China
3.4.2 Principle and Guidelines for Communicative Teaching
3.4.3 Developing Communicative Competence through Communicative Activities
3.4.4Teachers' Role in a Communicative Teaching
3.4.5 Benefits and Limitations of Applying CLT in English Teaching in China
4. Reflections and Suggestions
4.1 Misinterpretation about CLT
4.1.

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