It is argued that a method for teaching English to speakers of other languages (TESOL) combining the communicative approach with the traditional grammatical orientation and Chinese teaching traditions may be more effective than any one of these single approaches in the Chinese educational and cultural context. The resulting approach is termed the communicative-cognition method. First, the grammar-translation method is criticized for its stress on language usage and its under-emphasis of communicative language use. The communicative approach is found to reflect better both the nature of language and the process of language learning, but it is noted that in the Chinese educational, cultural, and linguistic environment, and the current eclectic trend of TESOL, the communicative approach should be adjusted somewhat. Communicative competence should be used as the kernel approach, integrating advantages found in other methods and in traditional Chinese teaching. Six basic principles of this method are elaborated: development of both linguistic and communicative competence; use of communicative activities to bridge the communication gap;developing awareness in cross-cultural communication; extensive use of English nd limited use of Chinese; student-centered orientation, with teacher as facilitator; and integrative development of language skills. (MSE)