Abstract:
 Nowadays, English language teaching methods has become a focus in the society with so much attention. With the development of quality-oriented education, people are attaching great importance to the learning and using of English, which means people in growing numbers are beginning to realize that the English language teaching methods are more and more significant all over the world. There are lots of main schools on the different period of English language teaching methods, such as, Grammar-translation method, the direct method, Audio-lingual method, Audio-visual method, the cognitive approach. And the cognitive approach is the most significant in this part, which is approach to foreign language teaching which is based on the belief that language learning is a process which involves active method processes and not simply the forming of habits. Then, the new development of the English language teaching method is more significant to know, which includes two parts which are Interactive Teaching Method and Web-based English Teaching. Finally, the writer talks about the analysis of status quo on English Language Teaching, which includes College English education and English major education. Application of English Language Teaching Methods At Home is the last part.

Key words: English language teaching methods, school, the cognitive approach, Interactive Teaching Method, Web-based English Teaching

摘  要：
近年来，英语语言教学方法已成为社会的焦点。 随着素质教育的发展，人们越来越重视英语的学习和使用，这意味着越来越的人开始意识到英语教学方法在全世界的重要性。同时讲述了英语语言教学法不同时期的流派和方法，语法翻译法、 直接法、 听说方法、 视听方法、 认知方法等的方法。认知方法是最重要的外语教学，它是基于学习语言是一个活动方法流程和简单的习惯的过程的这种信念来学习的。然后，新的英语语言教学法的发展也是较重要的。它包括两个部分，互动式教学和易网络为基础的教学。最终，作者又讨论了英语语言教学在我国的现状分析，其中包括非英语专业和英语专业。最后讲述到英语语言教学在我国的应用。

关键词：英语语言教学法，学派，认知法, 互动式教学， 以网络为基础的教学

1 Introduction
Learning English in China typically belongs to learning a non-native language in one’s own culture with few immediate and widespread opportunities to use the language. The primary task of TEFL is “to enable the learners to command the four basic skills of language for use in the widest possible range of different situations” (Halliday 2003:257). As a result, the general English instruction, which is provided in secondary schools (usually for six years) in rural areas, has in most cases proven to be an inadequate preparation for learners who are required to make use of the language when they enter higher education. Even for the English courses provided in some urban primary schools, most emphasis is still squarely on isolated grammatical structures and lexical items. It is assumed that the difficulties learners encounter arise not so much from a defective knowledge of the system of English, but from unfamiliarity with appropriate use of English.