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teacher is in control of all classroom interactions. Such interactions are usually between the teacher and students. Student to student interactions are discouraged as they might result in incorrect language. However, in CLT, the teacher plays a quite different role as that in traditional teaching. In CLT, the teacher is supposed to know the students' needs and be imaginative enough to use their knowledge, for at least part of the time, as the basis both for choosing input and for creating more or less realistic communicative activities. He cannot assume that the textbook alone will provide sufficient appropriate input, and so need to actively consider other sources. The teacher needs to be flexible, able to organize effectively both teacher-centered, controlled teaching and freer, less controlled fluency practice. Such flexibility requires the teacher to have very good teaching and foreign language skills, and be able to create a good cooperative classroom atmosphere. Such teacher often lets students to work alone, in pairs or in groups on fluency-based activities where the language used is less controlled. Breen and Candlin (1980: 99-100) discuss that in CI工the teacher first acts as a resource organizer, facilitator and participant and as a source himself. Second he acts as guide within classroom procedures and activities. Third, he acts as researcher and learner with much to contribute in terms of appropriate knowledge and ability, actual and observed experience of the nature of learning. CLT procedures often require the teacher to acquire less teacher-centered classroom management skills. It is the teacher's responsibility to organize the classroom as a setting for communication and communicative activities. Guidelines for classroom practice (e.g., Littlewood, 1981;Finochiaro and Brumfit, 1983; Widdowson, 1978) suggest that during the activity the teacher monitors, encourages, and suppresses the inclination to supply gaps in lexis, grammar, and strategy but notes such gaps for Iater commentary and communicative practice. It is clear that it is the teacher's major responsibility to create a communicative environment. 4.L2 The Role of Learners Before discussing the role of learners还CI工it is learners in the traditional method in order to have a ，necessary to have a better understanding. look at that of In traditional Chapter Four Creating Communicative teaching, the learners are their teachers' passive followers. They follow the teacher's detailed explanation of the dialogues, drills, and paragraphs. They try to memorize the words, drills, and structures. They are required to produce correct responses to the teacher's stimuli but not encouraged to initiate their own use of the target language. The meaning of what they say in their practice drills and exercises is secondary to the correctness of form. However, in CLT, learners act "as negotiator between the self, the learning process, and the ohject of learning emerges from and interacts with the ,role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in an interdepent way" (Breen&Candlin, 1980: 110). In such case, learners are active participants in their own learning. Learners know that it is necessary to learn vocabulary and structure in order to be able to use it to achieve