ABSTRACT:CLT (Communicative Language Teaching) is a new teaching approach to Chinese teacher. It considers that communicative competence should be the fundamental purpose of language teaching and that listening, speaking, reading and writing must serve for communicative competence. This teaching approach is used to improve Chinese non-English major’s speaking ability. The use of CLT can have a significant contribution to improve the ability of English communication of non-English major students. So we should make good use of the CLT to improve the quality of teaching and to enable student to have better communication. This article analyzes how to apply CLT to teaching both inside and outside the classroom. It points out the roles of teachers, students and teaching materials respectively and some recommendations are given after the analysis. Hopefully it can bring some new light for the understanding of CLT.  

Key words: CLT；non-English majors；communicative competence

摘要:交際教學法認為：培養交際能力應該是語言教學的根本目的，聽、說、讀、寫四種語言技能的訓練必須為交際能力服務。采用交際化教學法，能顯著地促進學生運用英語交際的能力,所以應該有效地利用交際教學法去提高教學質量，使學生更好地進行交流。本文詳細分析在課堂內外運用的交際教學法，通過幾個常用的交際教學法案例進行分析，指出學生主體地位和教師多元化作用的關系，并總結教學實踐中的一些失誤。最后對交際語言教學法進行了總的評價，并提出了一些建議。

關鍵詞：交際教學法；非英語專業大學生；溝通能力

CLT focuses on teaching students the ability to make comprehensive use of language and considers the communicative ability as the ultimate goal of teaching. With the development of modern information technology, CLT has been applied to foreign language teaching in China. CLT continues to play an effective and active role. CLT appeals to those who seek a more humanistic approach to teaching, one in which the interactive processes of communication receives priority. But CLT is rather a new approach in China. The disadvantages and problems mentioned above don’t mean that CLT is not effective. In fact, the effectiveness of CLT is affected by some variables, such as learners’ learning style, environmental and cultural factors, actual conditions of different countries, and so on. Even if  two students acquire the same amount of comprehensible input, it doesn’t mean that they can produce the same amount of language output. In this sense, examining the effectiveness of CLT is a tough job. In addition, it is a big challenge for us to set the criteria for testing students’ communicative competence and skills. However, CLT offers a choice for teachers to think about their teaching, though there is a long way to go before they can effectively adopt such a teaching approach.