| The Grammar-Translation Method and Communicative Approach have both played very important roles in foreign language teaching in history. And they have long been studied by linguistics and language teachers with great attention. As regards their teaching effects, there have been heated controversial arguments: some people highly praise the Grammar-Translation Method, but others value Communicative Approach instead. Which is better, Grammar- Translation Method or Communicative Approach? This is certainly an important question. However, there isn't much experimental study on their teaching effects in English reading teaching of Secondary Vocational Schools. Therefore, this thesis attempts to provide some solutions through experiments. In particular, it's supposed to answer the following questions: In the teaching of English reading in Secondary Vocational Schools, which teaching effect is better, Grammar- Translation Method, or Communicative Approach?The study is based on the relative theories in question and previous studies and the data of three tests in the experiment. 90 students in Grade One from Wujiang Secondary Vocational School took part in this experiment. With the help of the three test papers, the data was summarised and analyzed with EXCEL and SPSS 11.5. The result shows: 1. In the English reading teaching of Secondary Vocational Schools, the general effect of Grammar-Translation Method proves better than that of Communicative Approach. 2. The obvious advantages of Grammar-Translation Method are presented in understanding sentences (translation), guessing at words' meaning, inferring and making judgments. And it also shows its shortcomings in expressing opinions or attitudes. 3.Communicative Approach also shows its obvious advantage in ordering the structure of the article. In some detailed questions, and form-information, there are no obvious differences.
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