【正文】 nts have free choices of their answers, and the criterion of selection here is his own opinion of the real world — whatever he wants to say. For example: Question: what did you have for breakfast? Answer: I had toast and coffee for breakfast. Or: I did not have breakfast because I was afraid of missing the bus. Some students who are not confident about their English and know clearly what the teacher expects would remain in the area of pseudomunication, but others may turn this into real interaction. Conclusion This paper focuses on the necessity of grammar teaching and the strategies of grammar teaching in the middle school. The necessity of grammar teaching is illustrated in terms of theories and realistic reasons in China. Now it is widely accepted that grammar should be taught in China. The detailed discussion about the necessity of grammar teaching can help clarify the existing misconception that CLT excludes grammar teaching. Then some strategies are proposed to improve grammar teaching. Grammar teaching is a heatedly discussed topic. This paper just makes a skindeep study of it. More studies should be carried out in order to explore the practical strategies. Bibliography（空兩行，不單獨(dú)起一頁(yè)，小三，加黑， times New roman，左對(duì)齊） [1] Canale, M. amp。 3. knowing language function (. agreeing, disagreeing, arguing and advising. etc.)。 As one of the important means of international munication, News Text Translation is a typical crosscultural munication activities. The same as crosscultural munication, Pragmatic failures are monly seen in News Text translation Including both pragmalinguistic failure and socialpragmatic failure. On the author’s part, pragmatic failures usually originate from the limitations of the translator’s contextual cognitive petence. Therefore, it’s of vital importance for the translators to improve the contextual cognitive petence. Especially, to enhance (Strengthening) the cultural awareness and cultivate The perceptive petence of cultural knowledge. D On the basis of previous literature (. Nunan, 1991), the principles of CLT could be summarized as being contextoriented, experiencebased and learnercentered. By being contextoriented is meant that a new item should be presented and practiced in context. From a municative point of view, language items only take on meaning as a result of the context in which it is used, that is to say, an item devoid of context cannot properly be said to have a meaning at all. For example, one word may have many meanings in the dictionary, but it is the context in which it is set that decides which meaning is right and suitable. Learnercenteredness means that learners are the center of the classroom. CLT lays emphasis on learners and learning. Learners are seen as active participants, rather than passive recipients of information provided by the teacher or the textbook. CLT involves learners in the whole process of learning and makes learners learn by doing. Therefore, teachers are no longer regarded as an authority on language, but a facilitator, a manager and an advisor of learners. Necessity of Grammar Teaching in the CLT Framework As the fact that the goal of English teaching is to cultivate learners’ municative petence has been accepted by researchers and English teachers, CLT has been widely applied in our country. The emergence of CLT makes some teachers think that CLT is advanced and objects to the traditional method, so they neglect grammar teaching in the classroom. However, the overlook of grammar brings about bad influences, that is, students cannot output grammatically correct sentences. Many teachers are confused whether grammar should be taught or not. Of course the answer is affirmative. In fact, CLT does not exclude grammar teaching, and this can be illustrated from the relationship between grammatical petence and municative petence. According to Hymes, municative petence refers to the ability of how to use knowledge of rules to understand and produce appropriate language in a variety of sociocultural settings, and he (1972: 280) thinks municative petence includes: 1. knowledge of the grammar and vocabulary of the language。 產(chǎn)生語(yǔ)用失誤的根源在于譯者語(yǔ)境認(rèn)知能力的局限。’ 4 宗教信仰差異 中西方信仰的差異對(duì)文化的影響相當(dāng)深遠(yuǎn) 佛教對(duì)中國(guó)文化發(fā)生過(guò)很大影響和作用 中國(guó)歷史上留下了燦爛輝煌的佛教文化遺產(chǎn) 中國(guó)與佛教有關(guān)的習(xí)語(yǔ)有很多如 借花獻(xiàn)佛 臨時(shí)抱佛腳 人爭(zhēng)一口氣 佛爭(zhēng)一炷香 等 而在信奉基督教的許多西方國(guó)家 人們認(rèn)為世上一切都是上帝的安排 就多見(jiàn) God helpsthose who help themselves 自助者天助和 go to hell 下地獄去 一類(lèi)的說(shuō)法 5 歷史典故的差異 在漫長(zhǎng)的歷史進(jìn)程中形成的一些典故已經(jīng)成為語(yǔ)言文化的一部分 這些歷史典故體現(xiàn)了該國(guó)的文化色彩 它們的意義往往是不能單單從字面意義上去理解和翻譯的 如 9 11 事件發(fā)生后 某報(bào)道中有這么一句話 Bin LadenGroup the business empire owned by relatives of the world s most wanted man is seeking advice from British public relations firms on how to distance itself from the black sheep of the family．此處如果僅僅將 black sheep 一詞翻譯成 黑色的綿羊 中國(guó)讀者恐怕不能接受 其實(shí)在漢語(yǔ)中也有類(lèi)似的表達(dá)方法即 害群之馬 其實(shí) 該報(bào)道無(wú)非要表達(dá)這樣一個(gè)意思 本 拉登家 族其他親戚擁有的商業(yè)集團(tuán)均怕受其牽連 紛紛表示要與本 拉登這一害群之馬劃清界限 6 詞語(yǔ)內(nèi)涵的差異 語(yǔ)言與文化之間存在血肉相連的關(guān)系 每一種語(yǔ)言都有一些詞語(yǔ)具有特定的文化內(nèi)涵 比如 red 紅色 在中國(guó) 人們習(xí)慣用 紅色 表示喜慶 熱鬧的氣氛 但西方文化認(rèn)為 red 與人的血液顏色一樣 所以 red 一詞則表示憤怒 氣憤等意思 此外 英語(yǔ)中有些詞含有豐富的關(guān)聯(lián)意義 cowboy 所包含的意思不僅是詞典中注釋的 放牛娃 或 牛仔 所能準(zhǔn)確表達(dá)的 它還具有以下關(guān)聯(lián)意義 吃苦耐勞 酷愛(ài)自由 敢于冒險(xiǎn) 大量詞語(yǔ)看上去 與某些漢語(yǔ)詞相似 但實(shí)際上是 貌合神離 如 political campaign 不是政治運(yùn)動(dòng) 而是競(jìng)選運(yùn)動(dòng) easy meat 不是可嚼的肉 而是容易上當(dāng)受騙的人 不了解這些詞語(yǔ)真正的內(nèi)涵 根據(jù)結(jié)構(gòu)望文生義就會(huì)造成誤解文化背景的差異 世界各個(gè)民族歷史文化傳統(tǒng)及政治生活環(huán)境的差異 形成了各自特有的文化背景 如我國(guó)新聞報(bào)刊中兩岸 一詞專(zhuān)指臺(tái)灣海峽兩岸關(guān)系 對(duì)于我國(guó)人民來(lái)說(shuō)這是不言而喻的 但是 在對(duì)外國(guó)受眾翻譯 發(fā)展兩岸關(guān)系 推進(jìn)祖 國(guó)和平統(tǒng)一進(jìn)程 這句話時(shí) 其中的 兩岸 應(yīng)補(bǔ)譯成 臺(tái)灣海峽兩岸 可譯為 develop relations between the two sides of the Taiwan Straits and promote the peaceful reunification of the motherland 結(jié)語(yǔ)總之 新聞翻譯的目的是為了傳遞信息 語(yǔ)言準(zhǔn)確規(guī)范 清晰易懂是新聞翻譯的基本要求和原則 要想達(dá)到這個(gè)目的譯者必須深入地理解原文和譯文文化 爭(zhēng)取把兩種語(yǔ)言文化貫通起來(lái) 做到語(yǔ)言通和文化通 （ 小四， times new roman， 行距 ，下同 ） An Introduction to Communicative Language Teaching Features of CLT（ 二級(jí)標(biāo)題四號(hào)加黑， times new roman,左對(duì)齊 ） 1. 【 摘 要】作為國(guó)際間信息和文化交