大学外语的教育功能主要体现在获取专业所需的知识信息和语言交际能力上。
The educational function of college foreign languages is mainly embodied in obtaining the knowledge information required by the specialities, and the capacity of language communication.
在外语教学中，我们既要向学生传授语言知识，还要传授社会文化知识，以培养他们的跨文化交际能力。
In foreign language teaching (FLT), we should teach students both language knowledge and sociocultural knowledge so as to develop their cross cultural communicative competence.
探讨了文化导入的必要性和它在外语习得中的重要性，阐述了语言能力与交际能力的关系。
The paper discusses the necessity of cultural introduction and its importance of in foreign language acquisition and the relations between language performance and communication ability.
外语课堂教学是学习者习得第二语言的重要环节，教师话语是组织课堂教学、培养学生交际能力的关键。
Foreign language teaching plays an important role in learner's second language acquisition and teacher talk is the key to organizing class and fostering students' communicative competence.
培养语言交际能力，是外语教学的最终目标。
To cultivate the communicative competence is the ultimate aim of foreign language teaching.
真实材料在培养语言学生交际能力的教学过程中具有重要的意义，是交际性外语教学课堂上必不可少的重要手段之一。
Authentic materials play a significant role in helping students develop language ability to communicate, and it is indispensable in communicative foreign language teaching.
外语学习的最终目的是培养学生使用该语言进行交际的能力，而口语表达能力是交际能力的重要表现。
As we all know, the ultimate goal of EFL teaching is to enhance students 'communicative competence, the ability to use English to realize different functions of language.
随着交际教学的广泛开展，怎样测试学生综合运用语言的能力便成了外语教学研究的热点之一。
With the development of communicative teaching approach, the integrative language teaching method researches have been increasing on the rise.
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.
但在对待语言学习技巧方面，我国的外语学习者则更为重视语言知识的学习，而对交际能力培养的重视程度却不如澳洲大学生。
As to the language learning skills, Chinese university students pay more attention to linguistic knowledge while Australian university students lay more emphasis on communicative competence.
交际教学法是以语言的功能项目为纲，着力培养学习者语言交际能力的一种外语教学方法体系。
The communicative approach is a foreign teaching method based on the function of language as the key link project, focus on training the language communication skills of the learners.
从跨文化交际能力性质界定和交际与语言文化关系入手分析外语教学中存在的问题，并提出在英语教学中提高跨文化交际能力应采取的教学策略。
The paper explores the nature of the cross-cultural communicative competence and the relationship between language and culture, and then analyses the problems existing in foreign language teaching.
外语教学是注重传授语言知识还是培养语言技能即交际能力历来是老师们争论的焦点。
Foreign language teaching is to impart knowledge or training language skills, namely communicative competence is always the focus of debate.
提出了在外语教学中培养学生非语言交际能力的途径。
Makes the way to cultivate the students' non-verbal communicative competence making the students qualified for intercultural communicative qualities.
因此当前的外语教学不仅要重视语言形式还要注重培养学生的文化意识与跨文化交际能力。
English teaching should focus not only on the language forms but also on their cultural awareness and intercultural communicative competence as well.
外语教学的目的是培养学生把语言作为交际工具的能力，而文化输入的目的是发现并排除干扰语言交际的因素。
The aim of foreign language teaching is developing an ability of putting language as communication tools. The aim of culture input is finding out and eliminating factors of language communication.
研究结果表明，走出校门，到所学语言和文化环境中，直接接触外国人是学习外语、提高跨文化交际能力十分有效的方法。
The study shows that to live in target language culture and to have direct contact with native speakers is an effective way to improve the intercultural communication competence.
外语词汇测试能评价学习者语言交际能力吗?。
On English Vocabulary Test and the Test of Communicative Competence;
最后强调文化教学应与语言教学同步进行，只有这样才能真正使外语学习者一方面具有扎实的语言基本功，而另一方面又能提高他们的跨文化交际能力。
It stresses finally that cultural teaching and language teaching should proceed at the same time. Thus, foreign language learner can possess proficient language basis while cultural awareness.
最后强调文化教学应与语言教学同步进行，只有这样才能真正使外语学习者一方面具有扎实的语言基本功，而另一方面又能提高他们的跨文化交际能力。
It stresses finally that cultural teaching and language teaching should proceed at the same time. Thus, foreign language learner can possess proficient language basis while cultural awareness.
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