This study explores a pedagogical framework for tertiary level learners which takes full account of the traditions and context of Chinese English language teaching. It aims to adapt the western-based communicative language teaching approach and communicative competence model to the Chinese setting at university level so that both learner and teachers can benefit. The research methodology consists of a quantitative survey and a qualitative study which includes in-depth interviews and classroom observations. The aim is to compile first-hand information on learner/teacher attitudes towards teacher-centred and studentcentred teaching approaches, culture learning in EFL programs, and the major difficulties faced by both students and teachers in the teaching/learning process when CLT is introduced into English classes. Quantitative Data are analysed using the statistics package for social science (SPSS), and qualitative data is categorized to identify possible patterns for analysis and discussion. A comparison between students’ and tea ch e rs’ data reveals perceptual matches and mismatches between the two groups. Survey findings are evaluated in relation to the theoretical foundations of communicative competence (Canale & Swain, 1980; Canale, 1983). On a practical level, some effective strategy for teaching EFL to Chinese English majors at third level are suggested. On a theoretical level, a synthesized approach for integrating communicative language teaching into current Chinese traditional teaching methods is proposed whose aim is to enhance Chinese English majors' communicative competence.