多年以来,为了描述自己所从事的教学活动及所秉持的信念,语言教师们采纳、改写、发明、发展了一系列术语。这些术语数量之多,让人眼花缭乱。它们如灌木丛般重叠交错,围绕着语言教学领域。虽然我从事英语作为第二语言教学工作已近二十年,但要想拨开这重重术语屏障而领略这一领域的真容,有时仍觉不易。我们讨论aural approach(听力教学法)、audio-lingual method(听说法)、translation approach Over the years, language teachers have adopted, adapted, invented and developed a series of terminology in order to describe their own teaching activities and beliefs. The number of these terms, dazzling. They overlap like a bushes, staggered around the language teaching. Although I have been teaching English as a second language for nearly two decades, it is still sometimes hard to understand the true nature of this field by dismissing this heavy barrier of language. We discuss aural approach, audio-lingual method, translation approach