| The current situation of English teaching in senior high schools and the teaching target are challenging the teaching mode.This dissertation analyses the necessity of combining the Communicative Approach and the Grammar Translation Method in the process of task-based English teaching. The analyses are conducted from three aspects: linguistics, sociology and psychology.It is quite common that many teachers adopt the task-based English teaching in their class. Teachers organize the teaching activities close to students' life practice according to the curriculum, and lead students to participate, students will finish the study task by thinking, investigating, discussing and communicating and cooperating in English. But it seems somewhat idealistic as teachers' teaching method and students' method are influenced by the baton of the College Entrance Examination for a long time. Therefore, the best way to improve the situation is to combine both Communicative Approach and Grammar Interpretation Method in the process of Task-based English teaching. Because the Communicative Approach emphasizes fluency and the Grammar Translation Method is concerned with accuracy. Fluency and accuracy are the target for English learning.This paper is divided into 5 parts: Part one introduces the background for this paper and the teaching methods normally applied in English teaching.Part two analyses the necessity of combining both communicative approach and grammar interpretation method in the process of task-based English teaching from linguistic perspective with case analysis and suggested modes.Part three analyses the necessity of combining both communicative approach and grammar interpretation method from social perspective.Part four analyses the necessity of combining both communicative approach and grammar interpretation method from psychological perspective.Part five summarizes conclusions and provides suggestions...
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