Abstract:

Greatly influenced by foreign educational theories, the domestic teaching in China gave a lot of compliment and applause to the communicative teaching approach (CTA) in that it claims to relate real social situations to language uses. But many researchers recently have suspected the practical application of this teaching approach on whether it could cultivate students’ communicative ability effectively.
   A lot of researches have been done to investigate the validity of CTA, while less is related to the teaching effect in Chinese high schools. This research is designed to investigate the learning and teaching practice regard with the CTA in senior high schools. Through analyzing the experimental results, it is engaged in discussing the present problems in the implementation of CTA from various aspects and figuring out some strategies for improvement under the new circumstances. 
Keywords: Communicative Teaching Approach (CTA); High School; English Teaching; Investigation

摘  要：

由于我国外语教坛历来受国外影响较大，而且，因交际教学法宣称它将社会环境与语言的实际应用相联系，因此，该理论一经引入就引发了国内教学理论界对它的热烈追捧。但是近年来许多研究人员对这一教学法是否能在实际应用中有效培养学生的交际能力产生了怀疑。
      调查交际教学法有效性的研究已有许多，但涉及到它在中国的高中教学效果的较少。本文旨在从交际教学法方向调查高中的学习和教学实践情况。通过分析实验结果，从各方面探讨交际教学法在当前实践过程中所产生的问题，并且在新形势下提出一些改进意见。

关键词：交际教学法；高中；英语教学；调查

1 Introduction
The communicative teaching approach (CTA), known as a branch of Functional Approach, is a contemporary teaching principle which aims at developing students’ communicative competence. Since late 1970s, when the communicative teaching approach was first introduced to China, it has been accepted as an important teaching approach, especially for higher-level education. Basically, CTA is useful in improving students’ communicative competence. It was often treated as an approach that can meet the social demands for talents of high English level to a great degree since it relates social situations to language use pragmatically. Some scholars even copied it entirely, ignoring the real conditions of domestic language’s education, and the limitations of communicative approach. However, the result is not satisfactory. In addition, many teachers take this method simply as the activity like role play in class. And some of them even hold the view that CTA is not suitable for the English teaching in high school.