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l states and affective factors filter what they take in. That is to say, affective filter controls the entry of input. A strong filter allows less input to be processed whereas a weak filter allows more input to be processed. Behavioral scientists have done countless experiments to prove that any human being tends to repeat an act, which has been immediately allowed by a pleasant result. If students know they are working for a reward and can focus on relatively challenging task, they show the most creativity. Therefore, positive comments are to be offered as much as possible to arouse and strengthen students' positive feelings in the process of communication. In most cases, positive words result in positive effects. However, only praise or criticism feedback is not working as expected all the time to all students. The students need the loving force-praising comment, from which all creation flows; and yet approval alone is incomplete, even misleading, finally destructive. It needs the balance of the force of both praising and criticism. The two conflicting evaluations are often working complementary. Between the two poles of affirmation and doubt, both in the name of love and help, the students try to follow their true course with the guidance of the teacher to arrive at their destination. The results of behaviorists' experiments have demonstrated the importance of praise and criticism, and the necessity of feedback. Those who were praised improved dramatically. Those who were criticized improved also, but not so much. And the scores of the students who were ignored hardly improved at all. Interestingly, the brightest students were helped just as much by criticism as by praise, but the less able students reacted badly to criticism, needed praise the most. As can .be seen; the majority of the students are so eager to accept the teacher's approving feedback on their performance that we should be ready to ensure their positive feeling by providing effective feedback appropriately. CHAPTER SIX Communicative Activities Designed for Oral Class Interaction From Chapters Four and Five we can see that it is conducive to promote learners' learning and acquisition and to develop learners' communicative competence by creating a communicative and productive environment. However, the realization of communicative teaching process is through communicative activities. As Canale points out "the second language learner must have the opportunities to take part in meaningful communicative interaction..., that is, to respond to genuine communication needs and interests in realistic second language situations. This principle is important not only with respect to classroom activities but to testing as well" (in Richards and Schmidt, 1983: 18). In CLT, classroom activities are often designed to focus on completing tasks that are mediated through language or involve negotiation of information and information sharing. Students can learn language and meanwhile develop communicative competence through communicative activities because "activities that involve real communication promote learning" and "activities in which language is used for carrying out meaningful tasks promote learning" (Richards&Rodgers, 1986: 72). Johnson (1984) and Littlewood (1981) also point out that the acquisition of communicative competence in a language is an example of skill development which involves cognitive an