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原文地址:语言教学的六个基本概念作者:鲁子问
% [) T$ J! o a) k5 ], v语言教学的六个基本概念:语境、真实、过程、反思、互动、整合* `7 J+ E5 p$ I9 V7 M
% c- ^& a) V) Z( L9 y) P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。
6 z; o s0 b" u5 ~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。 ! [( U6 X% L+ u( y
故而,趁半分闲,炒一碗现饭(方言,意指现成的饭,剩饭的意思)。
! V0 V3 \, u+ C' G s' t# F v m Contextualization of grammar involves teaching grammar in context , that is embedded in$ H7 _0 U4 a) z5 o. z
meaningful language use for real communicative purposes; grammar that is presented in- }9 v7 A: \+ ?1 c
context enhances meaning; contextualized teaching recognizes that meaning changes
8 Y, ]' M5 w6 j9 t/ n- Q! c& \depending upon the context in which it occurs.
% k {( l9 R* z" C7 PAuthenticity of Text and Task—authentic texts and tasks reflect the intention of a real
* f5 K0 E! p6 f7 tcommunicative purpose for a real audience.
" J& x1 c: f7 W" H! BProcess—language acquisition (be it first, second, or third...) is an ongoing process that
4 R E7 w/ y- Q/ V+ e' ?& E& \requires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
7 A& Z& @8 @2 Q$ \nature of this process needs to guide instruction and assessment.
7 f4 y" n7 ~+ K2 K0 H1 b$ _Reflection—both teachers and students need time for deliberate thought, or reflection.( O; g" B8 G5 B. [) E0 h3 i/ K5 O$ O$ y
Interaction—learners must use language in meaningful interaction in order to learn it.
# J% B' ?) I5 ?! ~6 c. W! PIntegration—an integrative approach to language teaching sees the connection of languages( n, ?6 i; X ]
and cultures to what we do, how we think, and who we are.$ D# F" W$ M6 u) V+ V( b
of the four modalities—creating classroom activities that require students to use
* U9 v, D9 ^1 O. S/ H& Vlanguage within two or more of the four modalities, with attention to how those$ h. S7 i( \& {
modalities work within the framework of communicative modes, helps to reinforce+ a% |! |7 e- h2 Z
the concepts being emphasized.
' o9 f: B: ^" g" K4 ?5 k of language and content—language must be integrated with content, be it other) o5 P3 a3 Y" {/ y; d
academic subject matters or cultural themes. A content-based approach to language
3 k$ Y" Y9 e# T; e6 \teaching emphasizes language use; language structures are emphasized in the
) H" D" e2 y4 j2 R: Lcontext of that use. Language classrooms must become places where students and
/ E. S$ S% Z8 \0 N% J4 jteachers understand themselves as cultural beings and begin to discover the3 [& F# s1 Q5 I
complexity of the concept of culture as they view cultures both within and outside5 h8 B: O7 R! D- S
of the U.S. from a number of perspectives.+ r l# U$ n8 F: v7 X4 X3 ]% j
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