据麦肯锡(McKinsey &Co.)估计，中国外语教学市场每年的规模达到21亿美元。
McKinsey &Co. estimates that China's foreign-language business is worth $2.1 billion annually.
随着中国加入WTO，我国外语教学面临着十分严峻的挑战，尤其是大学公共英语教学。
Chinese foreign-language teaching is confronted with very flinty challenge, when China enters WTO, especially in the college common English teaching.
其中可理解性输入理论为我国外语教学提供了一个很好的理论框架。
The theory provides a good theoretical framework for China's foreign language teaching.
最后讨论了三种模式对我国外语教学所带来的启示。
The discussion of the three modes has some important implications for our classroom foreign language teaching and learning.
本文分析了外语教学方法概念的局限性，研究了“后方法”语言教学的宏观策略框架以及后方法理念对我国外语教学的启示。
This paper reviews the limitations of foreign language teaching, researches on the macro-strategy framework of "post-method" language teaching and its inspiration to language teaching in China.
跨文化交际作为英语教学中的一个重要环节，随着中国融入世界步伐的加快，已越来越受到我国外语教学界的重视。
With the speeding up of China's internationalization, intercultural communication, as a key part of English teaching, attracts more and more attention from the foreign language educational circles.
1968年，外语教学协助方案开始了，富布莱特基金方案将国外的老师请到美国与高中生或者大学生一起工作学习。
In 1968, the foreign language teaching assistant program began. This Fulbright program brings foreign teachers to the United States to work with high school or college students.
最后，文章还谈及语言流损研究对我国外语教学和研究的一些启示。
The paper concludes by a discussion of the implication of language attrition study to FL teaching and research in China.
根据这项调查的统计结果，并结合其他学者的研究成果，对中国外语教学评价的现状进行了分析。
Based on the statistical results of the investigation and the research fruit of some scholars, an analysis of the current evaluation situation in FLT of China is made.
目前我国外语教学存在着教学方法单一、教学环境单一、教师严重缺编、教学内容相对滞后等问题。
Nowadays foreign language teachers face many unsolved problems such as the single teaching method, dull teaching environment, lack of staff, out of date teaching materials.
“语言意识”是近年来国外语言教学，特别是外语教学中的热门话题。
"Language awareness" is a hot topic in recent language teaching, especially in foreign language teaching.
双语教学的开展是解决我国外语教学“费时低效”的有效途径。
Implementation of bilingual teaching is an effective way to solve the problem of "time - consuming-but-less efficient foreign language teaching".
“持续内容语言教学”（SCLT）是国外二语/外语教学中一种新兴的实用性语言教学途径。
Sustained-Content Language Teaching (SCLT) is an emerging effective practical approach in ESL/EFL settings.
同时，我国外语教学界对跨文化交际与英语教学产生了浓厚的兴趣（王逢鑫，2004：16）。
At the same time, our country foreign language taught the educational world has had the strong interest to the Trans-Culture human relations and English teaching (Wang Fengxin, 2004:16).
如何培养大学生英语自主学习能力近年来成为我国外语教学界的一个热门话题。
Recently, learner autonomy has been so hot an issue in Chinese ELT profession that has spawned a number of papers and books in publication.
因此，提高和培养学生的语用能力是我国外语教学所面临的主要任务之一。
Therefore training and improving students'pragmatic competence is one of the main tasks in Foreign Language Teaching in China.
文章评价了这一新识读教学法，并指出了它对我国外语教学的启示。
The paper also makes some comments on the new pedagogy which provides directions and guidance for foreign language teaching in China.
我国外语教学现状存在“投入多，收效少”的问题。
The problem of "large investment, low returns" has been troubling China "s foreign language 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.
本文将通过对比我国和加拿大外语教学环境和外语教学条件差异，揭示加拿大外语教学条件优于我国外语教学条件的几个方面。
By comparison this paper reveals the fact that the contexts and circumstances of foreign language teaching in Canada are vastly superior to those in China.
培养学生的语用能力是我国外语教学所面临的主要任务之一。
Therefore, fostering the students "pragmatic ability is now becoming one of the imperative tasks of foreign language teaching in China."
交际法在各国外语教学实践中经受了检验，更是被当今世界各国的英语教学界普遍承认和接受。
Communicative approach has received tests in foreign language teaching practice among so many countries that it is also widely recognized and accepted by the English teaching circle around the word.
目前，我国外语教学“费时较多，收效较低”，提高外语教学水平，成为当务之急。
At present, foreign language teaching consumes more time but produces fewer results in our country. How to develop the standard of foreign language teaching has become an urgent matter.
讨论语言输出的功能后，指出学习者必须利用认知资源注意语言输出的语言形式和语言意义，并进而提出输出对我国外语教学的几点启示。
This paper, after summarizing the functions of output, suggests that L2 learners need to have cognitive resources to notice both form and meaning of their language output.
讨论语言输出的功能后，指出学习者必须利用认知资源注意语言输出的语言形式和语言意义，并进而提出输出对我国外语教学的几点启示。
This paper, after summarizing the functions of output, suggests that L2 learners need to have cognitive resources to notice both form and meaning of their language output.
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