二语习得 journal CC is short for communicative competence which was coined by Dell Hymes. He referred to CC as that aspect of our competence that enables us to convey and interpret messages and to negotiate meanings interpersonally within specific contexts. Compared with Dell Hymes’s CC, Chomsky’s (1965) notion of competence was too limited. CC is explained from pragmatic aspect. Therefore, it is necessary for us to review language functions. Halliday once proposed three metafunctions of language: ideational function, interpersonal function and textual function. But in 1973, he provided one of the best expositions of language functions——seven functions of language: instruction function, regulatory function, representation function, interactional function, personal function, heuristic function and imaginative function. These seven different functions of language are neither discrete nor mutually exclusive. CC is closely related to communication between or among people in different contexts. Conversations are excellent examples of social and interactive nature of communication. If we want to have functional conversations, the conversations must go through several stages: audience’s attention getting, topic nomination, topic development (turn-taking) repair, topic shifting and avoidance, interruptions) and topic terminations. Grice(1967) once noted 4 conversational “maxins” that enabled the speaker to nominate and maintain a topic of conversation: Quatity, Quality, Relevance and Manner. Above are the verbal communication, but what about the nonverbal communication? The latter is subtle and subconscious in a native speaker. Rinesics, eye contact, proxemics, artifacts, kinesthesis and olfactory dimensions belong to nonverbal communication. As the field of second language pedagogy has developed. Communicative competence is gradually applied in the classroom. Therefore, communication language teaching (CLT) and task-based teaching draw our attention. CLT is best understood as an approach, rather than a method (Richard & Roger, 2001). It is a unified but broadly theoretical position about the nature of language and of language learning and teaching. A classroom goals are focused on all of the components of CC and not restricted to grammatical or linguistic competence. However, I think when we were in Harbin Normal University, what we did everyday was to store grammatical knowledge and remember words as much as we could. It is agaist the goal of CLT. I perceive the 差别_____between the students from Northwest Normal University and I. Now, task-based instruction has emerged as a major focal point of language practice worldwide. David Nunan distinguished between target tasks and pedalogical tasks. The fomer refers to uses of language in the world beyond the classroom, while the latter refers to the uses that occur in the classroom. Both of them are useful in communicative language teaching. If we combine two of them, we may get good effects. CC became a thouschold phase in SLA, and with its pedagogical counterpart, communication language teaching, still stands as an appropriate term to capture many of the most recent trends in research and teaching. 本文来源：https://www.wddqw.com/doc/75f4ffb3de88d0d233d4b14e852458fb770b3816.html