选题意义(不少于300字):
Professor Liu Daoyi (2008), the famous Basic English education expert, considered that teaching process should be communicative. The process of English teaching should be turn into the process of language communication, Students use language in an appropriate context and communication language situations, especially the real language materials. Moreover, feeling pleased after using their own language successfully to achieve communicative purpose, and which producing strong interest in learning English. Nevertheless, in the traditional process of teaching, for the choice of teaching methods and course content, teachers are “wise”. In other words, teachers are the authority to decide what and how students learn .Communicative Approach not just the usage of language (grammar, vocabulary, etc.), but also the use of language in the appropriate situations. That is, the knowledge of how language is used appropriately and how language is organized as discourse. It indicates that Communicative Approach has two aims: to develop learners‟ communicative competence and to produce correspondent teaching techniques.
As for Communicative Approach, learning a language in communication is a typical characteristic. Under the Communicative English Teaching(CEL)，the role of English teacher has changed. Teachers are no longer the core and master of teaching activities, but the roles to assist learners. To develop the students‟ communicative competence, teachers should create more learning conditions during the teaching process as far as possible, from which can make students have more chances to use language in a more real communication condition. That is developing the students‟ communicative competence gradually in classroom activities. Educator Su Huomu Sharansky (1999）said that: “The teacher should be good to determine each student can do what extent at this moment, how to make his intelligence to a further development, this is a very important factor in education”. If the students succeed, the teacher succeeds; If they fail, he fails. Students are the “protagonist” in a drama; the teacher is “director”. Whether a play success or not, “director” is very important. Therefore, Communicative Approach, as one of the most often used classroom techniques; research in role-playing of the English teacher is quite significant and useful.
研究综述(前人的研究现状及进展情况，不少于600字):
Communicative Language Teaching (CLT) is also called Communicative Approach，or National- Functional Approach. It is a kind of foreign language teaching founded by Christopher Candle and Henry Widdowson in the late 1960s. Since 1960s, the economy in advanced countries has speeded，the communication in all parts of these countries were frequent. At the same time， the research of language teaching theory had new break through. In order to satisfy the necessity of society，a new language teaching method —— The Communicative Approach was produced. Communicative Approach evolves as a prominent language teaching method and gradually replaced the previous grammar-translation method and audio-lingual method (Warschauer＆Kern, 2000). Since the concept of “communicative competence” was first introduced by Hymes in the mid-1960s, many researchers have helped develop theories and practices of CLT approach (Littlewood, 1981; Canale, 1983; Nattinger, 1984; Richards＆Rodgers, 1986; Brown, 1987; Nunan, 1987＆1989; Widdowson, 1990). As Stern (1992) explicated, “Competence represents proficiency at its most abstract and psychologically deepest level” (p.73).
In Hymes‟(1968) view, language was considered as a social and cognitive phenomenon; syntax and language forms were understood not as autonomous, a contextual structures, but rather as meaning resources used in particular conventional ways and develop through social interaction and assimilation of others‟ speech (Warschauer＆Kern, 2000). Therefore, speakers of a language have to have more than grammatical competence in order to be able to communicate effectively in a language; they also need to know how members of a speech community to accomplish their purposes (Hymes, 1968) use language. Based on this theory, Canale and Swain (1980) later extend the “„Communicative competence‟ was understood as the underlying systems of knowledge and skill required for communication. Knowledge refers here to what one knows (consciously or unconsciously) about the language and about other aspects of communicative language use; skill refers to how well one can perform this knowledge in actual communication (Canale, 1983, p.5)”.Also Hedge (2000) discusses five main components of communicative competence. Namely, linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency. The above discussion on communicative competence helps us to see that real language use involves far more than knowledge and ability for grammaticality. In other words, communicative competence includes knowledge of what to say, when, how, where, and to whom. Communicative Approach is not a unitary, fixed-teaching model，but the core of “using language to learn” and “learning to use language”, Rather than merely “learning language”, or “learning about language”. Students can gain the ability of communicative competence is the final purpose of Communicative Approach .Teachers in the entire teaching process plays a decisive role. In the communicative English teaching, teachers‟ role is the key whether the communicative teaching ideas could be use in teaching or not.
The word of “role” derives from the dramas that is use to illustrate the actors on the stage, and is widely used in the study of the sociology and psychology. In addition, teachers in social life, with a variety of social identity, play different roles in society and have different rights and behavior. On this article, the teachers‟ role in mainly refers to teachers in educational advancement of teaching activities, behavior and impact. In the communicative teaching classroom, the traditional role of teacher is teaching “words, and solve doubts”, but now teachers no longer only means of the traditional sense of the word “knowledge”, but rather learning helper. In the communicative teaching activities, students should be the core; teachers should teaches relying on student-centered, give full play to the initiative of the students. Harmer(1991) regarded the role of foreign language teachers as controller，assessor，organizer，prompter，participant resource. In the new curriculum standards that above the requirements of the teacher‟s role, then added a “the guider”. Therefore, in the communicative teaching, teachers should need to play these roles above all, as both of an organizer, facilitators, and learner and participants. In China, there are few real English language contexts, classroom instruction and teacher‟s responsibility is becoming more important. So teachers should create favorable conditions for students; teachers should play a completely new and different role; teachers must change their concepts because this is the basic requirement, design and organize classroom activities on the considering of students‟ mental factors. Of course, feedback and evaluation should be use by teachers to promote and encourage the students to improve communicative competence in dynamic, so that the students‟ own language expression of confidence, thereby generating enthusiasm to learn language. Therefore, in the hope of improving English teaching in our Chinese classroom, to arouse students' interest in learning it, set the focus on the role of teacher is very important and helpful.
研究的目标和主要内容（不少于400字）
The thesis tries to make teachers and learners know the advantages of Communicative Approach and let them understand Communicative Approach is helpful to learners, especially to teachers, so it will attract more attention of teachers and students to Communicative Approach. It attempts to improve teachers‟ English teaching efficiency. As a result, it is probable to facilitate the students‟ language development.
The Communicative Approach is a method of designing the syllabus. It as a students-centered teaching method, attaches much importance to developing the students‟ innate ability to learn and thus use a language, aiming at the acquisition of the communicative competence for the students. Nowadays, English teachers are making every effort to perform the learning activities in class with the Communicative Approach.
This thesis discusses some basic issues concerning Communicative Approach and the transition of the teaching concept; a variety of definitions to Communicative Approach and its principles; the problems of teachers teaching in middle school English class of using Communicative Approach; and the role teacher should play in nowadays of the English classroom.
The thesis consists of five chapters: Chapter 1 is the introduction to the paper. This part clarifies the background and significance of the research. It describes the significance of the research according to make a comparison between traditional language approaches and Communicative Approach. Moreover, the writer will tell something about the importance of the teacher‟ role during English teaching. Chapter 2 is literature review. It will introduce the concept of the Communicative Approach and its teaching principles and the communicative competence. Chapter 3 is about the teacher‟s role. According to the designing the syllabus, teacher should change their role on the Communicative Approach teaching classroom, and something important that teacher need to aware and improve on their responsibility. Chapter 4 will analyze the questionnaire of the teachers and the interview of students. Finding the problems then gives some suggestions to teacher to solve the problems in unsuccessful implementation of Communicative Approach in English classroom. Chapter 5 is a conclusion. It concludes the whole thesis by strengthening the importance and necessity of teacher to change their role while using Communicative Approach in English classroom teaching in middle school. It will refer that although teacher‟s role have some change in Communicative Approach teaching, it is also needs to develop base on the students.
拟采用的研究方法
Methods: library or secondary research, questionnaire, interview and analyze Steps:
1. Searching the information
2. Sorting out materials
3. Drafting the outline
4. Writing the paper
5. Amending the paper
6. Finishing the paper
研究工作的进度安排
December23-December30: Choosing the topic
January1-January15: Finishing the report of the paper and colleting the materials January15-April20: Finishing the first draft
April20-April30: Finishing the second draft based on the requirement
April30-May 20: Refining the second draft based on the requirement
May21-May25: Finalizing the paper
May31-June2: Paper defense
参考文献目录（作者、书名或论文题目、出版社或刊号、出版年月日或出版期号）
1. Brown, H.D. Principles of Language Learning and Teaching，2nd Edition Eaglewood Cliffe, New Jersey. 1987.
2. Canale, M. From communicative competence to communicative language pedagogy.1983, p.5 3. Canale, M.﹠Swain, M. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics. 1980.
4. Hedge. Teaching and learning in the language classroom. Oxford: Oxford University Press. 2000, pp46-55.
5. Harmer, J. The practice of English language teaching. London: Longman. 1991.
6. Hymes, D. H. The ethnography of speaking. In J. Fishman (Ed.), Readings in the Sociology of language. Paris: Mouton.1968.
7. Littlewood, W. Communicative language teaching. Cambridge: Cambridge University Press.1981.
8. Nattinger, J. R. Communicative Language Teaching: A New Metaphor. TESOL Quarterly. 1984.
9. Nunan, D. Designing Tasks for the Communicative Classroom. Cambridge University Press.1987＆1989.
10. Richards, J.＆Rodgers, T. Approaches and methods in language teaching. New York: Oxford University Press. 1986.
11. Stern, H.H. Issues and options in language teaching [M].Oxford: Oxford University Press. 1992,p.73
12. Warschauer, M.＆Kern, R. Network-based language teaching: Concepts and practice. Cambridge: Cambridge University Press. 2000.
13. 刘道义.“30年:中小学英语课程演绎„和平革命‟”, 中国教育新闻网, 中国教育报2008, 第5版.
14. 苏霍姆林斯基(著)，杜殿坤(译).给教师的建议[M]教育科学出版社1999.
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