| For decades, foreign Language teaching swings from one extreme to another extreme. Before 1980s, emphasis was laid on the training of the language form and structure, but the language meaning and function were ignored. After 1980s, there appeared another tendency that communication competence was over-emphasized and therefore the language form and structure were ignored. These two tendencies actually are harmful to the students to promote their language competence and all-round quality. In recent years, teachers and applied linguistics scholars have turned their focus on the problem of language inaccuracy of learners. Western linguists, such as Halliday, Widdowson and Leech,re-realized the irreplaceable importance of language form in language acquisition. In our country, the previous students were not good at oral expression but rare grammar mistakes were found in their writings, while recent students are more fluent but less accurate in both spoken and written expressions. Based on the analysis to this phenomenon, the famous linguist Hu Zhuanglin suggests that foreign language teaching in China need a transition from communicative language teaching to communication-grammar teaching. So it is necessary and urgent to explore a feasible foreign language teaching model in Chinese setting.Though communicative language teaching as the main stream in current language teaching has its advantages and opens up wider perspective on language, pure communicative language teaching cannot help students to achieve comprehensive language performance ability. In the practice of adapting communicative teaching in our English language teaching, there exist some misconceptions and misimplementation of doing it. Whether or not the communicative language teaching is a feasible teaching approach depends, to a large degree, on the different situations. English language teaching in Chinese setting belongs to foreign language teaching but not...
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