English education in China was long dominated by traditional teaching methods focusing on grammatical structures. In spite of the efforts made, studies have revealed that communicative language teaching(CLT) has encountered resistance. An integrative literature review is employed to explore the constraining factors that hinder CLT practices, aiming to provide possible pedagogical approaches that could be taken to better accommodate CLT in the context of Chinese secondary education. The study finds that the pedagogical approach that fits in Chinese context have the following characteristics:combining inductive grammar learning with deductive grammar learning; with switches between learner-centeredness and teacher-centeredness; giving the same emphasis to both linguistic accuracy and fluency; giving teachers more freedom and autonomy.
