由于人们对语言认识的不同，导致了不同的语言教学方法，从而产生了不同的语法教学观。
Various GT methods have been created because of scholars' different recognitions on language, which leads to all kinds of language teaching approaches.
一句话，认知语言学家持有一种完型语言教学或学习观。
In a word, cognitive linguists take a holistic view of language learning or teaching.
简而言之，任务型教学法倡导者持有一种非完型语言教学或学习观。
In a nutshell, the TBA advocates take a non-holistic view of language learning or teaching.
通过文献复习，梳理了后方法条件、后方法教育理论和后方法宏观策略框架等后方法语言教学方法观。
Then post-method condition, post-method pedagogy and the framework of post-method micro-strategies are sorted out through literature review.
通过文献复习，梳理了后方法条件、后方法教育理论和后方法宏观策略框架等后方法语言教学方法观。
Then post-method condition, post-method pedagogy and the framework of post-method micro-strategies are sorted out through literature review.
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