另一个与传统教学的不同之处是，有证据表明，在暗示教学法的实施过程中，学生可以定期学习1000个外语新单词，以及一些语法和习语。
Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language during a suggestopedic session, as well as grammar and idiom.
英文被泰国人当做一门外语，而普通的泰国学校重视英文的笔头和语法教学，口头技巧却少有重视。
Thais use English as a foreign language, and common Thai schools focus on teaching the students written English and grammar, rather than speaking skills.
因此，要培养学生的跨文化交际能力就必须重视外语“文化语法”教学。
So this foreign language teaching of "grammar of culture" must be emphasized in order to develop the students 'competence of cross-cultural communication.
在当前重视语言交际能力培养的外语教学中，传统的语法教学方法越来越不适应外语教学的要求。
As we now put more emphasis on cultivating linguistic communicative competence in language teaching, traditional grammar teaching approaches gradually fail to meet the needs of language teaching.
然而，随着英语交际教学理论的兴起，语法教学在外语教学中的地位有所削弱。
However, with the development of communicative teaching theory, grammar teaching, which should have a place in college English teaching, is losing its position.
语法翻译法是外语教学中最古老、影响最深远、大量使用而且相当成功的一种外语教学方法。
In foreign language teaching, the grammar-translation method is the oldest, the most influential and far-reaching, very often used and quite successful teaching method.
长期以来外语课堂教学主要教授学生语言内部知识，即：语音、语法、词汇、句法等。
For quite a long time intra-linguistic knowledge concerning the phonetics, grammar, vocabulary and sentence structures, etc. is mainly involved in foreign language teaching.
在长达一个世纪的外语教学历程中，语法教学经历了多次盛衰。自然法不重视语法讲解。
In foreign language teaching, grammar has witnessed a few ups and downs during the past century.
许多研究者认为，语法听写是外语教学中一种有效的教学手段和学习方法。
Dictogloss is believed to be a reasonably powerful and effective teaching and learning method.
图式理论被广泛运用于外语的听力和阅读教学，也常被用于写作教学上，但是还没被运用到高中语法教学中。
The schema theory has been widely applied in both reading comprehension and listening comprehension in foreign language teaching, and it is also used in foreign language writing teaching.
但是，一方面，中国的外语教学长期以来按照传统外语教学的路子，大量讲授语法，因此导致了中国外语教学在培养学生跨文化交际能力方面的欠缺。
For a long time in China, however, the grammar-oriented perspective has led to the emphasis on the learners'grammatical competence, which results in the inefficiency of FLT in China.
随着交际语言教学的开展，无论是教师还是外语学习者都将大量的精力投入到语言的应用方面，而语法知识的学习越来越不被外语学习者和外语教师重视。
In communicative teaching, EFL teachers and learners attach much more importance on language using aspect, but at the same time ignoring the grammar knowledge in the teaching and learning process.
虽然传统以语法为中心的语言教学受到交际教学法的冲击，语法仍是外语教学的理论基础。
Although the traditional pedagogical model centred with grammar has received the big lash from the communicative one, grammar still remains its fundamental role in language teaching and learning.
虽然传统以语法为中心的语言教学受到交际教学法的冲击，语法仍是外语教学的理论基础。
Although the traditional pedagogical model centred with grammar has received the big lash from the communicative one, grammar still remains its fundamental role in language teaching and learning.
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