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原文地址:语言教学的六个基本概念作者:鲁子问
. [5 ]7 Z- |2 h: o语言教学的六个基本概念:语境、真实、过程、反思、互动、整合+ V5 c% r( z( ?% d/ V4 a
: \" c& l6 @! e早在1997年,明尼苏达大学的Diane J. Tedick在 Proficiency-Oriented Language Instruction and Assessment (POLIA) Curriculum Handbook for Teachers一书的导言中总结了语言教学的六个基本概念(basic concepts):语境、真实、过程、反思、互动、整合。
0 G& W3 Y8 ^7 \* c9 x" F) [- R至今依然很有启发,因为总在修改各种设计,大多数问题都是语境、真实性、过程方面的问题。
/ m1 C/ Z5 w/ Z: B& q, z5 `" u& `故而,趁半分闲,炒一碗现饭(方言,意指现成的饭,剩饭的意思)。 / b% p: u, J, l9 ^& x
Contextualization of grammar involves teaching grammar in context , that is embedded in
( d& v' ~9 ?! \* mmeaningful language use for real communicative purposes; grammar that is presented in
8 L0 A' j% W6 a+ Y& Zcontext enhances meaning; contextualized teaching recognizes that meaning changes
6 B8 x1 m O; y% A# Odepending upon the context in which it occurs.. ] j* ~# y6 w. D
Authenticity of Text and Task—authentic texts and tasks reflect the intention of a real
f- S3 Y+ z# a* V( Gcommunicative purpose for a real audience.
4 b) b9 G. i# oProcess—language acquisition (be it first, second, or third...) is an ongoing process that- r- G" w1 a' c# M, E+ y7 y
requires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
4 O3 \3 A, }, O% A0 ^; ?nature of this process needs to guide instruction and assessment.9 O$ J0 b7 U( z/ M0 z4 P/ }% J
Reflection—both teachers and students need time for deliberate thought, or reflection.9 h/ U1 {4 D$ Y! |# `
Interaction—learners must use language in meaningful interaction in order to learn it.
. \& h1 h/ `" ~Integration—an integrative approach to language teaching sees the connection of languages
; }/ U2 G4 ]/ A* f# land cultures to what we do, how we think, and who we are.
& [+ @2 v4 c4 O: M7 U2 |$ k# R of the four modalities—creating classroom activities that require students to use2 o, W% U3 E1 \- F+ S
language within two or more of the four modalities, with attention to how those
; y9 R+ _3 d" D# ^modalities work within the framework of communicative modes, helps to reinforce
) D& E% v0 v' a) q3 f- Rthe concepts being emphasized., e5 d& s. S- W% j5 C
of language and content—language must be integrated with content, be it other
* q3 X* m6 Y4 t( g* c+ Vacademic subject matters or cultural themes. A content-based approach to language9 O- T! _" \3 a7 V' s
teaching emphasizes language use; language structures are emphasized in the; W6 D$ ]) o% Z" D4 M
context of that use. Language classrooms must become places where students and0 ]! R. V) Y" O9 Q
teachers understand themselves as cultural beings and begin to discover the
) ?7 k$ c( p; b! I b3 Lcomplexity of the concept of culture as they view cultures both within and outside e; Z% C. `6 a; h5 u1 {
of the U.S. from a number of perspectives.
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