语言教学的六个基本概念

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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
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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。
% g( ]9 A" ^' y2 U% x) |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。
+ [5 a! F* e: K; B* `7 ~' j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
5 x+ i: B8 B  v! L6 W2 `0 tmeaningful language use for real communicative purposes; grammar that is presented in
context enhances meaning; contextualized teaching recognizes that meaning changes
depending 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.
/ Q' a: @1 \9 ^7 C3 Z; G% BProcess—language acquisition (be it first, second, or third...) is an ongoing process that
5 \$ d0 y. S9 M6 i) k* n" c2 C- xrequires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
! ~% X  a7 J# onature of this process needs to guide instruction and assessment.
8 X: F  H  ?* q2 P. H) HReflection—both teachers and students need time for deliberate thought, or reflection.
Interaction—learners must use language in meaningful interaction in order to learn it.
8 C- N" I5 q1 f% gIntegration—an integrative approach to language teaching sees the connection of languages
and cultures to what we do, how we think, and who we are.
5 w# e7 f- Z% J7 B+ f      of the four modalities—creating classroom activities that require students to use
' u/ Q$ F4 ^5 jlanguage within two or more of the four modalities, with attention to how those
6 o: C: l8 [2 Gmodalities work within the framework of communicative modes, helps to reinforce
the concepts being emphasized.
, o2 [; O" W& F3 q      of language and content—language must be integrated with content, be it other
8 t* [* m8 E9 U. racademic subject matters or cultural themes. A content-based approach to language
! b  I  f7 q0 |. M; L4 `7 s) O( zteaching emphasizes language use; language structures are emphasized in the
& m' M! K8 U# m1 S- \6 Q7 pcontext of that use. Language classrooms must become places where students and
teachers understand themselves as cultural beings and begin to discover the
$ T$ Q; i0 Y; Q, ?0 o& U! Bcomplexity of the concept of culture as they view cultures both within and outside
0 V3 h9 |7 j. ~( [3 Z3 ]+ C. N; fof the U.S. from a number of perspectives.

语境、真实、过程、反思、互动、整合$