How to Develop Communicative Competence in Junior English Teaching

【Abstract】 The communicative approach is such a teaching methodology that rises and develops in the latest 30 years. It’s overall accepted now and most language teachers regard it as a method that aims at developing language communicative competence. But how to develop and how to avoid the frustrations of a none-communicative conversation class are still the problems. This thesis focuses on the topic about communicative language teaching of English. I’ll discuss it from the following aspects： l） the factors influencing communicative competence； 2） stimulate the student’s communicative interest； 3） the cultivation of communicative competence.

【Key words】 communicative competence interest cultivation drill encourage

“Webster’s New world Dictionary offers several senses of the word “language”， namely， （a） human speaks； （b） the ability to communicative by this means； （c） a system of vocal sounds and combinations of such sounds to which meaning is attributed used for the expression or communication of thoughts and feelings； （d） the written representation of such a system”. That is to say， language is an important means of verbal communication. So in foreign language teaching， we should lay stress on the communicative functions of language to cultivate the learners’ communicative competence and regard communication as an important target of foreign language teaching.

The conception of Communicative Competence is the ability to not only apply the grammatical rules of a language in order to form grammatically correct sentences but also to know when and where it uses these sentences and to whom.

Thereby， we cultivate the student’s ability to communicate means to cultivate their systemic abilities of listening， speaking， reading and writing. Here， I’d like to talk about the factors influencing students’ communicative competence， how to stimulate student’s interest in learning English and how to cultivate their communicative competence.

1. The factors that influence communicative competence

a） Mother language has disturbed English learning， Chinese characters are pictograph， and have no impact on the target language. For junior students， they are often confused with the different ways of expressing between Chinese and english.

b） The conflict between quality-oriented teachings requirements and examination-system requirements. According to the syllabus design， it requires that the students have the basic ability to listen， speak， read and write when they finish junior English， but the examination system less even doesn’t embody the require of the ability to the listen and speak. In order to get high mark， teachers neglect the cultivation of listening and speaking.