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

) O. h- L3 s5 t% B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。
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
6 |( F1 X. m9 K: Zdepending upon the context in which it occurs.
Authenticity of Text and Task—authentic texts and tasks reflect the intention of a real
6 Z% m1 J3 k; U! R. A( P7 l8 u! o: \( Rcommunicative purpose for a real audience.
) F) {1 ]- m4 u3 L: YProcess—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
nature of this process needs to guide instruction and assessment.
# n7 f) m! ?5 f+ KReflection—both teachers and students need time for deliberate thought, or reflection.
1 q! Y% K8 t# ^- M7 H6 |Interaction—learners must use language in meaningful interaction in order to learn it.
Integration—an integrative approach to language teaching sees the connection of languages
' q1 F5 p/ d. _* yand cultures to what we do, how we think, and who we are.
) n& c: R2 [; D      of the four modalities—creating classroom activities that require students to use
( `" R$ Q# g4 f7 s+ tlanguage within two or more of the four modalities, with attention to how those
modalities work within the framework of communicative modes, helps to reinforce
the concepts being emphasized.
9 V8 w: J) ~# l8 e  E' b      of language and content—language must be integrated with content, be it other
* U5 j3 c- Z) w* ], P* x0 nacademic 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
teachers understand themselves as cultural beings and begin to discover the
# B3 Y6 W: f" h* }7 e3 scomplexity of the concept of culture as they view cultures both within and outside
of the U.S. from a number of perspectives.
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语境、真实、过程、反思、互动、整合$