实验结果表明：用交际法教语法的教学效果优于传统的语法教学的效果。
The experimental result shows that teaching grammar with CLT is acceptable and better than the traditional grammar-translation method.
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.
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.
传统观念强调语法知识为英语教学中最重要的因素，以至把知识教学作为英语教学目的，而完全忽视了学生能力的培养。
Grammatical knowledge is traditionally viewed as the most important so that formal instruction is made the goal of English language teaching and the ability of using the language is totally neglected.
传统的英语教学只重视句子结构的讲解和语法的分析，从而导致了课堂生活质量的缺乏。
The traditional English teaching only emphasizes the structures of sentences and the analysis of rules of grammar. Thus it leads the English language classroom lack of life.
传统语法教学更偏爱书面语，它们专注的是语言的细枝末节而不是整个语篇的结构。
Traditional grammar teaching prefers the written language to spoken language; they concentrate on detailed points instead of the construction of the whole text.
老师的教学方法也是采用传统的语法翻译法。
The class was teacher-centered which used the traditional grammar translation teaching method.
然而，目前在我国，传统的语法翻译法在阅读教学中占主导地位，它强调阅读是被动的解码过程。
Many researchers believe that the current poor reading competence may be due to the grammar translation method which has been used in English reading in our country for many years.
传统的语法翻译法与现代交际法是目前英语教学中应用比较广泛的两种教学方法。
The traditional Grammar-Translation method and the modern communicative approach are two types of teaching methods widely used in English learning and teaching.
目前主导的口语教学法建立在形式语言学(传统语法)的基础上。
Yet the prevalent pedagogy in speaking teaching is based on formal linguistics (traditional grammar).
在传统的英语教学中，诸如词汇、短语、语法等英语知识内容受到了广泛的关注，而英语作为一个民族语言的文化背景却被大大忽略了。
In traditional English teaching, much attention is paid to knowledge such as vocabulary, phrases, grammatical rules and so on, while the cultural background of the language is ignored.
这种教学理念打破了英语教学中语法教学和实际运用相割裂、语言形式和语言意义相割裂的传统模式。
This new concept of teaching breaks through the traditional pattern which always separates the grammar teaching and practical application also the meaning and form of language.
因为它的教学理念打破了要么偏重语法形式要么偏重功能应用的传统教学法，从而做到了两者兼顾。
The idea of Task-based Language Teaching breaks the traditional teaching models, which separate teaching grammar from use of language and language forms from language meaning.
然而，传统的语法翻译法仍然在研究生英语教学中占主导地位，使得研究生英语教育无法满足社会对具备跨文化交际能力人才的需求。
However, Traditional grammar-translation method is still dominant in graduate English education, which can not meet the social need for the talented people with ICC competence.
然而，基于语法结构教学大纲而编写的教材和传统的听力课堂，并没有帮助英语学习者成为成功的交际者。
However, the course materials based on lexical-grammatical syllabus and the traditional listening classroom seems to have failed to help learners become effective and successful listeners.
交际法将传统语法翻译法的理性主义与当代功能教学的实证主义结合起来，与其它教学法相比，交际法更趋向折中。
Communicative approach, through integration and selection of structural syllabus and functional syllabus, is more eclectic compared to the other methods.
然而，传统的英语教学偏重于语法教学，因而导致学生成绩与实际能力脱节的现象。
Traditional language teaching and learning overemphasizes grammar points, which contributes to the radical difference between the score of students and their actual ability to utilize English.
本文采用实验研究法，证明在高职英语语法教学中运用任务型教学法比传统的教学法更有效。
The purpose of this thesis is to testify task-based teaching approach is more effective than the traditional PPP(Presentation, Practice and Production)method in grammar teaching in vocational schools.
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.
传统的注重语法教学的教学法虽然成就了不少优秀的语言学家，然而，其自身存在的不足令我们不得不对它重新思考。
Although the traditional grammar teaching methods have ever helped a large number of linguists achieve a lot, the drawbacks of them force us to reconsider them.
在传统的语言教学中，教学大纲中通常只包含一些语法条目，要求学生理解和掌握。
In traditional language teaching, the syllabus usually consists only of a list of grammar items. Students are expected to show understanding of these grammar items.
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.
理论语法与教学语法既有区别又有联系：前者具有前瞻性、创造性和探索性的传统，属理论型的；
There are differences as well as connections between theoretical grammar and pedagogical grammar. The former is fronteering, creative and explorative, thus belongs to the theoretical type;
对实验组进行体裁加评价的教学方法，对控制组进行原来传统的语法翻译教学方法。
The two groups were treated in two different ways in 16 weeks. The EG was treated in a Genre plus Appraisal way and the CG was treated in the traditional way.
对实验组进行体裁加评价的教学方法，对控制组进行原来传统的语法翻译教学方法。
The two groups were treated in two different ways in 16 weeks. The EG was treated in a Genre plus Appraisal way and the CG was treated in the traditional way.
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