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　　Abstract:This paper makes a brief introduction to three pairs of mutual-contradictory guiding principles of teaching, which mainly represented by Stern, namely theintralingual-crosslingual dimension, the analytic-experiential dimension and the explicit-implicit dimension. As these dimensions are chosen from the strategic angle, they are regarded as strategies in this paper. In fact, it involves the long discussing acquisition- learning issue in foreign language teaching. It may give us some enlightenment on how to deal with the relationship between acquisition and learning in teaching practice. This paper aims to help English practitioners to deeply understand and use the principles scientifically and appropriately so as to improve the theoretical level and teaching quality.
　　Key words:intralingual crosslingual analytic experiential explicit implicit
　　
　　According to Stern, teaching strategies are principles for classroom instruction. Stern tries to approach strategies from three dimensions, namely the intralingual-crosslingual dimension, the analytic-experiential dimension and the explicit-implicit dimension. Each dimension represents a pair of strategies arranged along a continuum, under which a number of techniques which illustrate classroom application of the strategy are described.
　　1.the intralingual-crosslingual dimension
　　The intralingual-crosslingual dimension concerns the use or non-use of L1 in L2 learning. It has resulted from the most long-standing controversies in the history of language pedagogy. Translation is the principal technique of the crosslingual strategy, while the absence of translation is a criterial feature of an intralingual strategy. For many teachers, the crosslingual strategy is no longer considered a point of discussion. In theory today, language teaching today is entirely intralingual. However, crosslingual strategy is not without its position.
　　The two strategies are the two main category of foreign language teaching, and they help the learners in different ways. Researchers indicate that comparison between L1 and L2, and explanation in L1 can help promote foreign language learning. But with the progressing of language learning, the use of L1 should be decreased by and by, and intralingual strategy should be advocated. But that is not to say, intralingual strategy is not suitable for beginners. The effect of the Direct Method, the Immersion Method, and Total Physical Response (TPR) demonstrate the feasibility of intralingual strategy.
　　In short, the use of strategies depends on the goal of education, the requirements of learning, the objectives of study, the content of course and the qualifications of the teachers who use them. Generally speaking, foreign language teaching should be intralingual strategy dominate and crosslingual strategy assistant.
　　2.The analytic-experiential dimension
　　A clear distinction between the analytic and experiential strategies emerged gradually from the 1960s. Today it constitutes one of the key issues in second language pedagogy.
　　Analytic strategy and experiential strategy are two distinctive teaching approaches. Analytic strategy treats linguistic items, like vocabulary, grammar, discourse, language skills (reading, speaking, listening and writing) as it content, and the acquisition of knowledge and language skills as its objective. It emphasizes accuracy and pays more attention to the language system. Classroom instruction is dominated by mechanical practice, with little real language communication, like the approach in the Grammar-Translation Method. The past few centuries were dominated by the analytic strategy.
　　Language learning involves both skill-getting and skill-using. Without certain skills, it is difficult to raise learning efficiency. Without the application of the skills, it is difficult to acquire the language. Hence, the optimal approach is to combine the analytic strategy with the experiential strategy.
　　3.The explicit-implicit dimension
　　The explicit strategy refers to those techniques, which direct the learners consciously to the structures of language. In the explicit instruction, language is seen as a cognitive process, and language learning is characterized by "analysis", "deduction", and "rule-learning".
　　The implicit strategy derives from behaviorism. It treats language learning as a process of habit formation. It seeks nonthoughtful response through "stimulus-response-reinforcement". It aims at cultivating the feeling of the target language through exposure to authentic language and analogy and imitation, intending for the learners to acquire the second language as the children do their L1.
　　Explicit and implicit strategies are controversial, and they draw on different techniques, but language learning itself is a combination of both explicit learning and implicit learning (Long 1983, Berry ，1994). Too much emphasis on either side will make the learner suffer. So in class, the teacher should try his best to provide the learners with appropriate opportunities for the combination of the two, and at the same time adjust the use of the strategies to the learning styles of the learners.
　　4.Conclusion
　　To sum up, though concepts of teaching strategies vary from person to person, they share some features, and thus may give some enlightenment. Teaching strategy are guidelines for effective teaching, ranging from principles to follow, category of instruction to adopt, and techniques to apply. Different learners have different learning background, different learning styles, and will demonstrate different learning characteristics at different stages. Besides there may be differences in course requirements, teachers should be able to adapt their instruction to the changing situation, whether explicit or implicit, analytic or experiential. Researches like Stern, Pratt and so on all appeal for the optimization and combination of techniques. In their opinions, teaching strategy means "selecting appropriate techniques according to the characteristics of different teaching tasks". This implies that strategy is something of principle. Whether we treat it as a procedure or a technique, the nature remains the same, that is, any principle or action, so long as it is aimed and helps achieve the objectives of instruction is teaching strategy.
　　In a word, no matter the intralingual-crosslingual dimension, the analytic-experiential dimension or the explicit-implicit dimension, they are not only contradictory each other, but also complementary mutually in foreign language teaching practice. That is to say, when you use them scientifically and appropriately, and of course effectively, they are complementary; otherwise, they are contradictory in deed. So I call them paradoxes in this paper.
　　References：
　　[1]Stern, H. H.Fundamental Concepts of Language Teaching. Oxford University Press, 1992.
　　[2]Cohen, A. D.Strategies in Learning and Using a Second Language.Foreign Language Teaching and Research Press, 2006.
　　[3]O’Malley, J. M. & Chamot, A. U.Learning Strategies in Second Language Acquisition. New York: Cambridge University Press, 1990.
　　[4]Cook, V.Second Language Learning and Language Teaching. CUP,2000.