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【Abstract】The traditional grammar teaching method can’t make learners communicate in real contexts accurately and fluently. The author will probe the effects of communicative approach applied in grammar teaching in this essay.
【Key Words】English grammar teaching； Communicative Approach
Since Communicative Approach boomed in the mid-1970s， grammar teaching has endured great pressure and faced serious challenges. The traditional grammar teaching method has been questioned， as it can’t make learners communicate in real contexts accurately and fluently. Communicative Approach aims at developing the learners’ communicative competence， emphasizes the function of communicative contexts in language acquisition and advocates that language teaching should satisfy learners’ demands for information exchange in real life and work.
1. The current situation of grammar teaching for English majors
The current situation of English grammar teaching is not satisfactory in many universities and colleges. Although the grammar course is formulated as a compulsory one to English majors， most of the students don’t treat grammar with interest and seriousness. On the one hand， some students hold that English teachers in college will just repeat the grammar points that they have learned in high school. On the other hand，due to two classes each week， almost all grammar teachers seldom pay attention to the details and organize effective activities in such limited time，thus making the class uninteresting and inefficient.
2. Strategies of Teaching Grammar with Communicative Approach
2.1 The Integration of Form and Function
Grammar should not be merely considered as a system of rules but rather a unity of form and function. In order to make grammar learning more communicative， pattern drills should be related to function. The following examples can serve to illustrate communicative facts as well as structural facts.
A： Don’t you think the news is quite disappointing？
B： Yes， and I’m quite disappointed after hearing this.
The dialogue not only shows the usage of participle—present participle is for modifying the characteristic of its subject and past participle is for describing the emotion of its subject， but also indicates the function of the disjunctive question. Now we can see it is possible to recognize the communicative function as well as the structure of the linguistic forms. It is a great leap towards communication. 2.2 Teaching Grammar in Discourse
Learning grammar in meaningful contexts not only helps learners acquire the grammatical points， such as modality， transitivity， tense and voice， but also makes learners aware of across-sentence cohesion， the creation of texture and the function of certain grammatical items.
Take the words of Robbie in FAMILY ALBUM as an example to illustrate the function of subjunctive mood in discourse.
In the story of Family Album U.S.A.， Robbie is graduating from high school. He is excited that there will be a graduation party. After the students read the words Robbie says to himself， the teacher induces the students to communicate with what they have learned.
T： （1） If you were Robbie， how would you make the party funny？ （Speeches？ Music？ Dance？ Masks…？）
S1： If I were Robbie， I would hold a fancy dress party. All my friends would wear
masks and pretend to be different kinds of animals.
2.3 Awareness-Raising
Language awareness means teaching grammar including its form， meaning and use； building up students’ grammatical sensitivity —an awareness of what grammar is or does， an awareness that grammar is more than linguistic structure to be memorized and practiced.
For instance，the teacher wants to introduce comparative adjectives to a class of low-level students. He or she first shows a picture of a tall girl named Lucy， saying，“Lucy is tall”.Then the teacher shows another picture of a taller girl called Linda，saying，“Linda is tall”.The teacher then puts the two pictures side by side and says，“Lucy is tall and Linda is tall too，but Linda is taller than Lucy”.After several examples，the students will understand the structure of the comparative adjectives and produce more sentences using the comparative pattern.
3Conclusion
Grammar is a compulsory course for English majors and grammar learning is significant for the students to become advanced English learners. The integration of CA into grammar teaching can make students acquire both the form， meaning and function of grammatical items， be aware of and sensitive to grammatical rules， engage in the diverse meaningful activities， develop linguistic competence as well as communicative competence to some extent.
参考文献
[1]George Y..Explaining English Grammar[M].Shanghai：Shanghai Foreign Language Education Press.2003
[2]窦娟，对交际法在大学英语语法教学中的应用的研究[J].山东师范大学学报.2006（4）.
[3]胡桂莲，刘少华，浅谈交际法与大学英语语法教学[J].广州大学学报（综合版）2001年4月
【Key Words】English grammar teaching； Communicative Approach
Since Communicative Approach boomed in the mid-1970s， grammar teaching has endured great pressure and faced serious challenges. The traditional grammar teaching method has been questioned， as it can’t make learners communicate in real contexts accurately and fluently. Communicative Approach aims at developing the learners’ communicative competence， emphasizes the function of communicative contexts in language acquisition and advocates that language teaching should satisfy learners’ demands for information exchange in real life and work.
1. The current situation of grammar teaching for English majors
The current situation of English grammar teaching is not satisfactory in many universities and colleges. Although the grammar course is formulated as a compulsory one to English majors， most of the students don’t treat grammar with interest and seriousness. On the one hand， some students hold that English teachers in college will just repeat the grammar points that they have learned in high school. On the other hand，due to two classes each week， almost all grammar teachers seldom pay attention to the details and organize effective activities in such limited time，thus making the class uninteresting and inefficient.
2. Strategies of Teaching Grammar with Communicative Approach
2.1 The Integration of Form and Function
Grammar should not be merely considered as a system of rules but rather a unity of form and function. In order to make grammar learning more communicative， pattern drills should be related to function. The following examples can serve to illustrate communicative facts as well as structural facts.
A： Don’t you think the news is quite disappointing？
B： Yes， and I’m quite disappointed after hearing this.
The dialogue not only shows the usage of participle—present participle is for modifying the characteristic of its subject and past participle is for describing the emotion of its subject， but also indicates the function of the disjunctive question. Now we can see it is possible to recognize the communicative function as well as the structure of the linguistic forms. It is a great leap towards communication. 2.2 Teaching Grammar in Discourse
Learning grammar in meaningful contexts not only helps learners acquire the grammatical points， such as modality， transitivity， tense and voice， but also makes learners aware of across-sentence cohesion， the creation of texture and the function of certain grammatical items.
Take the words of Robbie in FAMILY ALBUM as an example to illustrate the function of subjunctive mood in discourse.
In the story of Family Album U.S.A.， Robbie is graduating from high school. He is excited that there will be a graduation party. After the students read the words Robbie says to himself， the teacher induces the students to communicate with what they have learned.
T： （1） If you were Robbie， how would you make the party funny？ （Speeches？ Music？ Dance？ Masks…？）
S1： If I were Robbie， I would hold a fancy dress party. All my friends would wear
masks and pretend to be different kinds of animals.
2.3 Awareness-Raising
Language awareness means teaching grammar including its form， meaning and use； building up students’ grammatical sensitivity —an awareness of what grammar is or does， an awareness that grammar is more than linguistic structure to be memorized and practiced.
For instance，the teacher wants to introduce comparative adjectives to a class of low-level students. He or she first shows a picture of a tall girl named Lucy， saying，“Lucy is tall”.Then the teacher shows another picture of a taller girl called Linda，saying，“Linda is tall”.The teacher then puts the two pictures side by side and says，“Lucy is tall and Linda is tall too，but Linda is taller than Lucy”.After several examples，the students will understand the structure of the comparative adjectives and produce more sentences using the comparative pattern.
3Conclusion
Grammar is a compulsory course for English majors and grammar learning is significant for the students to become advanced English learners. The integration of CA into grammar teaching can make students acquire both the form， meaning and function of grammatical items， be aware of and sensitive to grammatical rules， engage in the diverse meaningful activities， develop linguistic competence as well as communicative competence to some extent.
参考文献
[1]George Y..Explaining English Grammar[M].Shanghai：Shanghai Foreign Language Education Press.2003
[2]窦娟，对交际法在大学英语语法教学中的应用的研究[J].山东师范大学学报.2006（4）.
[3]胡桂莲，刘少华，浅谈交际法与大学英语语法教学[J].广州大学学报（综合版）2001年4月