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1.The definition of communicative competence
American social linguist， D.Hymes， produces the definition of communication Competence in the beginning of 1960’s. It refers to another American linguist’s idea N.Chomskn’s linguistic competence. D.Hymes thinks， if one can use language to communicate completely， he/she can expresses ideas efficiently in different occasions， with different people， in different ways. It is called communicative competence. We can now summarize four broad domains of skill which make up a person’s communicative competence， and which must be recognized in foreign language teaching. Gou the sake of simplicity， they are here presented only from the speaker’s perspective：
⑴The learner must attain as high a degree as possible of linguistic competence. That is， he must develop skill in manipulating the linguistic system， to the point where he can use it spontaneously and flexibly in order to express his intended message.
⑵The learner must distinguish between the forms that he has mastered as part of his linguistic competence， and the communicative functions that they perform in order word， items mastered as part a linguistic system must also be understood as part of a communicative system.
⑶The learner must develop skills and strategies for using language to communicate meanings as effectively as possible in concrete situations. He must learn to use feedback to judge his success， and if necessary， remedy failure by using different language.
⑷The learner must become aware of the social meaning of language forms. For many learners， this may not entail the ability to vary their own speech to suit different social circumstance， but rather the ability to use generally acceptable forms and avoid potentially offensive ones.
2.Main features of communicative competence
2.1 Language competence： Refers to the language principle， the ability of distinguishing and making correct sentences.
2.2 Social language competence： In the real social situation， people have an ability to use English， and to speak. In other words， we should choose ways and attitudes in different time places， scenes and which kind of people you talk with， when you can speak， when you can not speak.
2.3Information disparity： when people communicate with each other in English， one side knows information and wants to pass it. Another side does not know and want to get it， so there is an information disparity. By communication， people can pass and get information so that they stuff this disparity. 2.4 Communicative competence： language is a information communicate unit that is large and more coherent that sentence. Both sides can appropriately use coherent language in real situation and different scenes.
3.Cultivation of English communicative competence
3.1The relationship between communicative competence and language competence correctly
3.2 Listening and speaking in communicative competence
Listening， one of the means of language communication， is used most widely in people’s daily lives. About 55% of an adult’s time concerns listening to other people， the radio and the music. In linguistics， giving the students a lot of listening activities is a good way of raise communicative ability.
3.3 Offer English environment in class
Classroom is the main place of studying English， class teaching is the main path to obtain knowledge. Teachers create environment which include abundant information. So that students can thought and explore in it. Teachers should understand teaching content and adopt flexible and variable teaching method through all kinds of ways to show.
4.Data analysis
4.1 Target students’general impression of the project
Attitude： Target class compared with controlled one in attitude， clearly， the students of target class satisfied English teaching through their present response. They take an active part in the practice. More then 80% of my students have got the correct attitude. They have known what they really want to learn.
Interest： According to the students’ response， they have been more interested in all kinds of communicative activities. About 60% of the students have been motivated.
Volunteer： Before the project of the implementation， there were hardly any volunteers to speak in class. Now about 65%of students will volunteer to join in speaking.
4.2 Students’improvement in speaking
At the end to this research， the author gave students， both in the controlled class and the target one， an oral English test and got the result in the following table： comparing with the students of the controlled class， the students of the target class have made some progress in their speaking. Although the number of the top students is almost the same， the number of passers who has been increased by 18.96%， the number of failures has reduced by 20.81%.
4.3 Students’achievement in the final examination.
In the final examination， 84.4% of the students in the target class passed the final examination which includes listening test and oral English test. In comparison 67.7% students in the controlled class failed. That is to say， what the author did had good effect on improvement of students’achievement.
American social linguist， D.Hymes， produces the definition of communication Competence in the beginning of 1960’s. It refers to another American linguist’s idea N.Chomskn’s linguistic competence. D.Hymes thinks， if one can use language to communicate completely， he/she can expresses ideas efficiently in different occasions， with different people， in different ways. It is called communicative competence. We can now summarize four broad domains of skill which make up a person’s communicative competence， and which must be recognized in foreign language teaching. Gou the sake of simplicity， they are here presented only from the speaker’s perspective：
⑴The learner must attain as high a degree as possible of linguistic competence. That is， he must develop skill in manipulating the linguistic system， to the point where he can use it spontaneously and flexibly in order to express his intended message.
⑵The learner must distinguish between the forms that he has mastered as part of his linguistic competence， and the communicative functions that they perform in order word， items mastered as part a linguistic system must also be understood as part of a communicative system.
⑶The learner must develop skills and strategies for using language to communicate meanings as effectively as possible in concrete situations. He must learn to use feedback to judge his success， and if necessary， remedy failure by using different language.
⑷The learner must become aware of the social meaning of language forms. For many learners， this may not entail the ability to vary their own speech to suit different social circumstance， but rather the ability to use generally acceptable forms and avoid potentially offensive ones.
2.Main features of communicative competence
2.1 Language competence： Refers to the language principle， the ability of distinguishing and making correct sentences.
2.2 Social language competence： In the real social situation， people have an ability to use English， and to speak. In other words， we should choose ways and attitudes in different time places， scenes and which kind of people you talk with， when you can speak， when you can not speak.
2.3Information disparity： when people communicate with each other in English， one side knows information and wants to pass it. Another side does not know and want to get it， so there is an information disparity. By communication， people can pass and get information so that they stuff this disparity. 2.4 Communicative competence： language is a information communicate unit that is large and more coherent that sentence. Both sides can appropriately use coherent language in real situation and different scenes.
3.Cultivation of English communicative competence
3.1The relationship between communicative competence and language competence correctly
3.2 Listening and speaking in communicative competence
Listening， one of the means of language communication， is used most widely in people’s daily lives. About 55% of an adult’s time concerns listening to other people， the radio and the music. In linguistics， giving the students a lot of listening activities is a good way of raise communicative ability.
3.3 Offer English environment in class
Classroom is the main place of studying English， class teaching is the main path to obtain knowledge. Teachers create environment which include abundant information. So that students can thought and explore in it. Teachers should understand teaching content and adopt flexible and variable teaching method through all kinds of ways to show.
4.Data analysis
4.1 Target students’general impression of the project
Attitude： Target class compared with controlled one in attitude， clearly， the students of target class satisfied English teaching through their present response. They take an active part in the practice. More then 80% of my students have got the correct attitude. They have known what they really want to learn.
Interest： According to the students’ response， they have been more interested in all kinds of communicative activities. About 60% of the students have been motivated.
Volunteer： Before the project of the implementation， there were hardly any volunteers to speak in class. Now about 65%of students will volunteer to join in speaking.
4.2 Students’improvement in speaking
At the end to this research， the author gave students， both in the controlled class and the target one， an oral English test and got the result in the following table： comparing with the students of the controlled class， the students of the target class have made some progress in their speaking. Although the number of the top students is almost the same， the number of passers who has been increased by 18.96%， the number of failures has reduced by 20.81%.
4.3 Students’achievement in the final examination.
In the final examination， 84.4% of the students in the target class passed the final examination which includes listening test and oral English test. In comparison 67.7% students in the controlled class failed. That is to say， what the author did had good effect on improvement of students’achievement.