Foreign language teachers understand that knowing a language does not necessarily mean that you can teach the language well. Teaching is an art as well as a science. If you do not know the theories, principles, methods or techniques of teaching, you might be able to teach a foreign language based on your experience, but you cannot hope to achieve good results, nor can you give your or your colleagues’ teaching a rational evaluation or a critical appraisal. There are surely limitations in teaching by drawing only on experience, though experience is important. The theory you learnt from the methodology course can guide, support and conceptualize practice. New insights you get by sharing ideas of other people will bring you great benefit. As the old saying goes: “Travel broadens the mind”. In the same way learning Foreign Language Teaching Methodology will surely broaden the mind of teachers.

　　4. The main advantages of this method are: first, comparison between two languages helps students to have a better understanding of the meaning of abstract words and complicated sentences. Second, systematic study of grammatical rules plays an important role in fostering students' ability of reading comprehension and producing grammatically correct sentences. Understanding and manipulating the morphology and syntax will develop students' ability of analyzing and solving problems. Third, the focus on understanding literary texts provides the situation in which reading and writing abilities are well trained. Fourth, it makes few demands on teachers although it often creates frustration for students. It is relatively easy to apply.

　　Disadvantages in this method are: First, overemphasis on translation can never emancipate the learners from dependence on the first language. Second, knowing a large number of grammatical rules cannot ensure that students can use them appropriately in real communicative situation. Third, it puts too much emphasis on reading and writing and neglects listening and speaking. Fourth, the texts are mostly taken from literary works. The language learned often doesn't meet the practical needs of the learners. Fifth, memorizing grammar rules and bilingual word lists does not motivate students to actively communicate in the target language.

　　5. It is always desirable to practice language in the classroom as it is used in the real world, since students will have to use the target language in real communication outside the classroom. However, it is not always possible to do so because classroom is after all different from the outside world no matter how hard you try to simulate the real world situation. And it is not always necessary to do so. Language teaching is conducted at several stages. At the drilling stage, when the focus is on language form, the “real world” does not have to be practiced. But when the focus is on meaning and students are engaged in communication activities, the “real world” practice does matter much. It is where the students learn to use the target language for real communication, and to use it appropriately.