Judging from the budding of the G-T method，early application of the G-T Method and development of the G-T method，it can be concluded that traditionalism has undergone a very long history.As noted in Introduction part，the G-T Method has once been attacked.But in spite of the virulent attacks that reformers made，the G-T or traditional method has maintained itself remarkably well.As we have already noted in our study of language learning，the first language as a reference system is indeed very import ant for the second language learner.

Therefore translation in one form or another or other crosslingual techniques can play a certain part in language learning.Moreover，some learners endeavor to understand the grammatical system of the second language.Hence grammar teaching，too，may have some importance for them.Furthermore，thinking about formal features of the second language and translation as a practice technique puts the learner into an active problem-solving situation.In the terms of the basic strategies already set out，it forms part of the‘academic’（explicit）learning strategy.Finally，the G-T Method appears didactically relatively easy to apply.The major defect of the G-T Method lies in the overemphasis on the language as a mass of rules（and exceptions）and in the limitations of practice techniques that never emancipate the learner from the dominance of the first languag e.But the G-T Method provides a safe，easy，and practical entry into a second language.

The Cognitive Theory is principally a critique of audiolingualism in the light of changes in linguistic and psycholinguistic theory.It has pinpointed theoretical and practical weaknesses of the earlier theory and has drawn attention to important facets of language and language learning that the audiolingual theory had disregarded or underemphasized，such as creativity and meaning.It has also rediscovered valuable features in the G-T Method and in the Direct Method.