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It then proposes guidelines for reconciling communicative approaches with traditional Chinese teaching. Finally, the work presents principles and techniques to support English teaching practice in the Chinese environment, aiming to improve EFL educators’ instructional outcomes.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/communicative-language-teaching-in-the-chinese-environment/268407/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/communicative-language-teaching-in-the-chinese-environment/268407.png","ImageObject",300,407,{"name":92,"@type":93},"Mason","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",17,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How does the paper define communicative competence in teaching?","Question",{"text":113,"@type":114},"Communicative competence is described as the knowledge and ability to demonstrate appropriate communicative behaviors in interaction contexts.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What are the key characteristics of CLT practice in Western countries?",{"text":118,"@type":114},"CLT in the West is more student-centered, emphasizes task-based interaction (often in small groups), avoids learners’ native language, may use limited or no error correction, and often relies on authentic materials.",{"name":120,"@type":111,"acceptedAnswer":121},"Why does CLT underperform in Chinese classrooms according to the paper?",{"text":122,"@type":114},"The paper attributes the gap to obstacles such as teachers’ limited spontaneous language explanations, exam-oriented teaching that undertests communication, students’ passive roles, and large classroom sizes and differing proficiency levels.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},268407,1789430925,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":130,"read_time":144,"preview_page_count":4},5909887256941,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Communicative language teaching in the Chinese environment  \nHU Wei  \n(Foreign Languages Teaching & Research Department, Qufu Normal University, Qufu 273165, China)  \nAbstract: In order to explore effective ways to develop Chinese English learners’ communicative competence, this study first briefly reviews the advantages of communicative language teaching (CLT) method which widely practiced in the Western countries and analyzes in details its obstacles in Chinese classroom context. Then it offers guidelines for compromising the communicative approach with the traditional Chinese approach. Finally, it puts forward some principles and techniques for English teaching practice in the Chinese environment.  \nKey words: communicative competence; communicative language teaching (CLT); Chinese English teaching (CET)  \n1. Introduction  \nCommunicative competence can be understood as the knowledge and ability to demonstrate appropriate communicative behaviors in the interaction context. As an outcome of the teaching movement for communicative competence, communicative approach first appeared in the 1960s and today many people believe that it is a great achievement in Western countries (HU, 1985) . Influenced by Western countries, China has adopted communicative approach in late 1970s, and has deeply involved in communicative language teaching (CLT) ever since. Since 1992, the State Commission of Education has set teaching of Chinese English learners’communicative competence as the ultimate pedagogic goal in the new English Teaching Syllabus. Nevertheless, the practice of CLT in Chinese does not provide the expected results. Students on the whole still demonstrate a deficiency in effective communication. Superficially, the students’ communicative deficiency is due to a lack of the knowledge of communication rules of the target language. Originally, it is caused by the improper language teaching method. Making the communicative approach as a viable approach for Chinese English teaching (CET) is of vital importance. This paper is designed to explore the possible solutions. It is hoped that the implications of the findings ofthe study will benefit EFL educators in terms of developing students’ communicative competence.  \nThe next section will have a brief review of CLT practice in the West so as to find the obstacles to its use in CET.  \n2. CLT practice in the West  \nSince the 1970s, after being widely implemented in the Western countries, CLT has continued to evolve and has showed typically the following characteristics:  \n(1) CLT practice in the West is more student-centered than teacher-centered. The primary role of the teacher in the classroom is to facilitate the student-student communication process through effective learning tasks. Students are engaged in interaction and take responsibility for examining and evaluating each other’s contribution.  \nHU Wei, M.A., associate professor, Foreign Languages Teaching & Research Department, Qufu Normal University; research fields: foreign linguistics, applied linguistics.  \n(2) In CLT practice, a variety of task-based communication activities, games, role plays and simulations, usually carried out in small groups, give students an opportunity to use and practice the language and to reflect on language use and language learning.  \n(3) In the process of performing these activities, the students’ native language is avoided. Error correction may be infrequent or absent. Grammar learning is both inductive and deductive by carrying out communicative tasks. Furthermore, most language teachers use authentic materials, such as signs, newspapers, magazines, advertisements or graphics.  \n3. CLT practice in the Chinese environment  \nAdvantages of CLT are quite self-evident from the characteristics that the author has reviewed. But CLT is“so different to the traditional theory and practice from foreign language education in China, so it is not surprising that, in some quarters, it should meet with stubborn a","cbCaigIphtkVvmua","https://ap.wps.com/l/cbCaigIphtkVvmua","pdf",45110,"English","# Introduction\n## Communicative competence and CLT adoption in China\n# CLT practice in the West\n## Student-centered facilitation and tasks\n## Error correction, grammar learning, and authentic materials\n# CLT practice in the Chinese environment\n## Main obstacles and classroom constraints","[{\"question\":\"How does the paper define communicative competence in teaching?\",\"answer\":\"Communicative competence is described as the knowledge and ability to demonstrate appropriate communicative behaviors in interaction contexts.\"},{\"question\":\"What are the key characteristics of CLT practice in Western countries?\",\"answer\":\"CLT in the West is more student-centered, emphasizes task-based interaction (often in small groups), avoids learners’ native language, may use limited or no error correction, and often relies on authentic materials.\"},{\"question\":\"Why does CLT underperform in Chinese classrooms according to the paper?\",\"answer\":\"The paper attributes the gap to obstacles such as teachers’ limited spontaneous language explanations, exam-oriented teaching that undertests communication, students’ passive roles, and large classroom sizes and differing proficiency levels.\"}]","Communicative Language Teaching in the Chinese Environment | PDF",13]