Implementation Of Communicative Language Teaching (CLT) In CET For Non-English Majors

As early as the beginning of the 1970s, the linguists in the West began to realize that language can not only be learned in terms of its structures, but also in terms of communicative functions that they perform. They hold the belief that communicative ability is the goal of foreign language learning. The shift of emphasis in the aim of language learning has exerted a great influence on the language teaching and contributed to the emergence of a new approach--- Communicative Language Teaching.Communicative Language Teaching (CLT), or Communicative Approach, is a relatively new pedagogical system originated in the West. Since its appearance, it has been successfully applied to the English Language Teaching in many countries and won great acclaim. CLT emphasizes the use of the target language, stresses the use of authentic materials and exercises and deemphasizes grammar instruction. Its ultimate goal is to enhance students'communicative competence, the ability to use the target language to realize different functions of language.The theory of CLT was introduced in China in the late 1970's. With China's opening up and reform policy, some Chinese educators have been dedicated to the application of CLT in English language teaching in China. However, with enthusiasm and frustrations, English teachers in China find there are some obstacles to completely put the theory of CLT into practice. CLT in China hasn't produced as much communicative competence in learners as expected. Therefore, the adaptation of CLT as the most popular teaching approach in the world to the Chinese social contexts remains a great concern for the practitioners in the field of education. Also, the issue of implementing CLT in College English Teaching (CET) for non-English majors is very crucial to the college education reform in China.This paper is devoted to the study of CLT applied in CET for non-English majors by surveying the teachers and students'attitudes toward CLT in Nanchang University. In this study, the author intends to introduce the theory of CLT, make the comparison between CLT and other traditional approaches and generalize the historical development of CLT in China. In order to make CLT more feasible in CET for non-English majors, the author analyzes the questionnaires by the teachers and students in Nanchang University. After the data analysis, the author presents the results of the survey, explores the ways to implement CLT appropriately in CET for non-English majors and offers some possible solutions to the problems that exist in the application of CLT in CET for non-English majors in China. The results also show that the teachers realize the importance of cultivating students'overall abilities and the students are eager to enhance the communicative competence which is the aim of CLT applied in CET for non-English majors.