ⅠIntroduction
　　Since 1980s，changes have been made in the field of ELT in China：Communicative language teaching has been introducedEnglish textbooks and syllabus which put more emphasis on the training of students’ communicative competence including listening and speaking have been produced since 1990s in line with the policy of the State Education Development Commission (SEDC) in ChinaThe teaching syllabus has also been adjusted to match the needs for CLT
　　ⅡDifficulties for adopting CLT 
　　Although CLT method has been adopted in English classrooms all around China and is successful to some extent，it is still facing various difficulties，especially in nonEnglish major classroomsThis article will mainly focus on these difficulties
　　1Testbased learning of students
　　CET (College English Test) 4 and 6 are two examinations mainly designed for nonEnglish majors studentsAlthough listening test is included in these two tests，it takes only a small proportions; CET Spoken English Test (SET) has been introduced by National College English Testing Committee since November，1999，however，due to the policy of National College English Testing Committee，only those who pass 80 in CET4 and 75 in CET6 can take the SETAnd the results of CET4 or 6 are related to students’ academic degree，which means that students who can not pass CET4 or 6 will fail to get their Bachelor’s Degree and the certificates for these two tests are regarded as a “passport”for a decent job As to the tests themselves，they are quite grammar & vocabulary orientedConsequently，students are driven to learn grammatical structures of sentences and memorize as many words as they can in order to pass one of these tests instead of trying to develop their communicative competencesHence the difficulty for adopting CLT for these students
　　2Students getting used to teachercentered method
　　Communicative language teaching is undertaken in a less rigid while more relaxed classroom atmosphere where interaction of students is needed such as group work and activitiesHowever，most students in the universities in this generation are brought up in a classroom environment that teacher explain everything in the class and students take notes of what has been taughtAs Fang Xu states:
　　Most Chinese conventional EFL classrooms have been characterized by a predominance of displaying questions and an extremely high proportion of teacherinitiated interactionsThe quality and amount of student participation in EFL classroom is indeed limited
　　They are taught from a very early age that they should listen to the teachers as carefully as they can and hands up to get permits before speaking in the classTherefore，lots of students feel hard to adapt themselves to the transmission from teachercentered to studentcentered learning，which hinders the adoption of CLT
　　3Underqualified teachers
　　Although communicative language learning is supposed to be learnercentered，still teachers have great influence upon the learnersTeachers take great responsibilities in achieving communicative tasks，which means they should possess the necessary qualities of being communicative language teacher，egbeing inventive，insightful，confident and professional as Andrews has mentioned aboutHowever，as far as I know from my own experience during several years’ study in the university，it seems to be the commonly accepted fact that English teachers need not to be as professional as that of English majorsThis fact raises the chances of underqualified English teachers for nonEnglish studentsThe innovative teaching of those teachers demotivates nonEnglish major learners and surely has had a bad influence on the adoption of communicative language teaching for nonEnglish major classroomsIn addition，Chinese teachers use English as a foreign language” Most of them，especially those in rural schools，lacked the average ability to listen to and speak English”Therefore，CLT will not be effective unless teachers acquire the qualities needed
　　ⅢConclusion
　　All that stated above are my personal understanding of the situation of adopting CLT for that particular group of studentsIn my opinion，in order to better facilitate the adoption of CLT，these problems stated above must be solvedHowever，the question then is that how to solve these problems properly，for although observed from the surface that these are all about students and teachers，they are indeed，if watched more closely，interrelated with China’s current testing system for university studentsAccordingly，it is nonsense to only work out ways to solve these problems without attempting to reform current testing system
　　Reference
　　1Andrews，S(1983) “Communicative language teaching some implications for teacher education”Johnson and Porter (eds)，Perspectives in Communicative language Teaching，pp127139New York：Academic Press
　　2Liao，X“How Communicative Language Teaching Became Acceptable in Secondary Schools in China”The Internet TESL Journal，VolVI，No10，2000http://itesljorg/Articles/LiaoCLTinChinahtml
　　3Pang，J，Zhou，Xand Fu，Z“English for international trade：China enters the WTO”World Englishes，Vol21，Issue 2，2002，pp201216
　　4State Education Development Commission of China“English Teaching Syllabus”1992
　　5Xu，F“Sustaining CLT through group work in the Chinese EFL classroom”CELEA Journal(Bimonthly)，Vol28，No2，2005，pp3943