语言教学的六个基本概念

扫二维码，用手机阅读

原文地址：语言教学的六个基本概念作者：鲁子问

语言教学的六个基本概念：语境、真实、过程、反思、互动、整合
& W- k* S3 J" b6 y6 x) p& A

) _& W9 k; C) r% d9 b( j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。
- j8 |8 W6 p* x# f% E7 y* Q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。
故而，趁半分闲，炒一碗现饭（方言，意指现成的饭，剩饭的意思）。

Contextualization of grammar involves teaching grammar in context , that is embedded in
meaningful language use for real communicative purposes; grammar that is presented in
context enhances meaning; contextualized teaching recognizes that meaning changes
1 ]4 q) }0 C% H8 G, s6 edepending upon the context in which it occurs.
Authenticity of Text and Task—authentic texts and tasks reflect the intention of a real
communicative purpose for a real audience.
8 }, r4 @+ Q- t! p1 D) OProcess—language acquisition (be it first, second, or third...) is an ongoing process that
requires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
( E  h1 M* z4 n& {( onature of this process needs to guide instruction and assessment.
Reflection—both teachers and students need time for deliberate thought, or reflection.
- d# W" ?& x" W& ]2 c$ I1 B4 yInteraction—learners must use language in meaningful interaction in order to learn it.
Integration—an integrative approach to language teaching sees the connection of languages
& j4 ]' H* L9 I0 i9 Cand cultures to what we do, how we think, and who we are.
' W' E; r7 \- I6 I$ k2 z      of the four modalities—creating classroom activities that require students to use
language within two or more of the four modalities, with attention to how those
/ m! W/ Y% B/ Z% p! ^modalities work within the framework of communicative modes, helps to reinforce
the concepts being emphasized.
. `/ D) ~1 g6 ]) Y/ H/ Y5 K* O6 X      of language and content—language must be integrated with content, be it other
academic subject matters or cultural themes. A content-based approach to language
teaching emphasizes language use; language structures are emphasized in the
context of that use. Language classrooms must become places where students and
& S9 G6 I; a( b) d5 v$ P0 O1 @teachers understand themselves as cultural beings and begin to discover the
complexity of the concept of culture as they view cultures both within and outside
  C; h* {* A! p2 {1 v" @/ x2 pof the U.S. from a number of perspectives.
- a; X) T! F( V1 R: y& t+ ^
: ?8 c: P3 B, n# z9 Z

语境、真实、过程、反思、互动、整合$