| Acknowledgements | 第1-4页 |
| Abstract (English) | 第4-5页 |
| Abstract (Chinese) | 第5-8页 |
| Introduction | 第8-10页 |
| Chapter 1 The Advent of Communicative Approach | 第10-17页 |
| ·A Critical Analysis of Traditional Teaching Methods | 第10-12页 |
| ·Grammar-translation method | 第10-11页 |
| ·Direct Method | 第11页 |
| ·Audiolingual Method | 第11-12页 |
| ·Grammar treatment in the traditional methods | 第12页 |
| ·The Emergence of Communicative Teaching Approach | 第12-14页 |
| ·Historical background | 第13页 |
| ·Major founders and practitioners of the theory | 第13-14页 |
| ·Comparison between Traditional Methods and Communicative Approach | 第14-17页 |
| Chapter 2 Communicative Approach and Related Issues | 第17-32页 |
| ·Communicative Competence | 第17-19页 |
| ·Linguistic Competence | 第19-20页 |
| ·Communicative Competence and Linguistic Competence | 第20-21页 |
| ·Contradictions in Carrying out CA in China | 第21-23页 |
| ·Contradiction between CA and Chinese teachers | 第22页 |
| ·Contradiction between CA and the Chinese students | 第22-23页 |
| ·Contradiction between CA and teaching conditions in China | 第23页 |
| ·Feasibility in China | 第23-25页 |
| ·Syllabus Requirements | 第25-28页 |
| ·Structural-functional syllabus | 第25-26页 |
| ·Theory on which structural-functional syllabus is based | 第26-28页 |
| ·Grammar Status | 第28-30页 |
| ·Consciousness-raising | 第30-32页 |
| Chapter 3 Combination of Grammar and Communication | 第32-36页 |
| ·Combination of Communicative Approach and Structural Approach | 第33页 |
| ·Fluency or Accuracy | 第33-35页 |
| ·Communicative activities | 第35-36页 |
| Chapter 4 Teachers' and the Students' Roles in Teaching Grammar | 第36-42页 |
| ·Teachers' Roles | 第36-39页 |
| ·Planner of the class | 第37页 |
| ·Excellent grammar presenter | 第37-38页 |
| ·As a participant | 第38页 |
| ·Proper guide on grammar | 第38-39页 |
| ·As an evaluator | 第39页 |
| ·Students' Roles | 第39-42页 |
| Chapter 5 Strategies of Teaching Grammar in the Communicative way | 第42-54页 |
| ·Two Grammar Teaching Models By Brumfit and Harmer | 第43-44页 |
| ·Brumfit's Model | 第43页 |
| ·Harmer's Model | 第43-44页 |
| ·Creation of Communicative Activities and Selection of Contexts | 第44-45页 |
| ·Inductive sequence to teach grammar | 第45-46页 |
| ·Procedure of Grammar Teaching in the Communicative Way | 第46-50页 |
| ·Presenting grammatical points by using situations | 第46-48页 |
| ·Teacher-student discussion | 第48页 |
| ·Summing-up | 第48页 |
| ·Consolidation practice | 第48-49页 |
| ·Comprehensive use | 第49-50页 |
| ·Making Old Things New | 第50-51页 |
| ·Asking Students to Induce Grammatical Rules by Themselves | 第51页 |
| ·Teaching Grammar in the Context | 第51-52页 |
| ·Comparative Method | 第52-54页 |
| Chapter 6 Teaching Materials, Practice and Tests | 第54-61页 |
| ·Teaching Materials | 第54-56页 |
| ·'Authentic' or not | 第54-55页 |
| ·Variety | 第55页 |
| ·Creative use of the materials | 第55-56页 |
| ·Grammar Practice | 第56-58页 |
| ·Influence of Tests on Grammar Teaching | 第58-61页 |
| Conclusion | 第61-62页 |
| Bibliography | 第62-65页 |
