中文摘要：语言是交际工具。在全球化的环境下，各国对英语人才的需求不断增长，对交际能力也提出了更高的要求，这也导致了外语教学法层出不穷。交际教学法是最重要的教学法之一，它把交际能力作为语言教学的最终目标。与传统教学法相比，它强调了如何使用语言而不是语言的用法。它传入中国后，就如何提高学生的交际能力上，给我们提供了很多的想法和启发，有助于解决我国“哑巴英语”的现象。然而，当真正把它运用到教学实践中，一些教师会产生这样的误解：把全身心投入到学生交际能力的提高上，而完全放弃了语言知识的教学，这样也并不利于学生交际能力的提高。本文将从交际教学法的理论基础出发，分析语言知识和交际能力的关系，希望能对交际教学法在课堂的运用产生一点帮助。在教学中，语言知识和交际能力要严格地获得同等的重,因为后者是建立在前者的基础上的。

关键词：交际教学法；交际能力； 语言知识

Contents

Acknowledgments

Abstract

中文摘要

1. Introduction-1

1.1 The Research background-1

1.2 The Research objective-2

2. Rising of communicative language teaching-4

2.1 the Historical Origin of Communicative Language Teaching-4

2.2 the Theoretical Base of Communicative Language Teaching -5

2.2.1 Hymes's theory of communicative competence-5

2.2.2 Canale's and Swain's theory of communicative competence-5

2.2.3 Bachman’s communicative language proficiency-6

3. Linguistic knowledge and communicative competence in           communicative  language  teaching-7

3.1 Linguistic Knowledge by Chomsky and Communicative Competence by

Hymes-7

3.1.1 Linguistic Knowledge by Chomsky -7

3.1.2 Communicative Competence by Hymes-8

3.2 The Component of Linguistic Knowledge-10

3.2.1 Pronunciation-10

3.2.2 Vocabulary -11

3.2.3 Grammar-11

3.3 The relationship between linguistic knowledge and communicative   competence-12

4. The application of communicative language teaching in English class -15

4.1 The Principles of the Implementation of Communicative Language Teaching -15

4.2 Implementation Steps of Communicative Language Teaching in English Class-16

4.3 Some Suggestions to the application of communicative language teaching-19

5. Conclusion-21

References-22