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原文地址:语言教学的六个基本概念作者:鲁子问
8 U' o1 t4 V: C/ E语言教学的六个基本概念:语境、真实、过程、反思、互动、整合5 }7 k/ d0 @) j6 j. t3 I
' Y$ g8 ?- ?1 ~8 y; a ?# m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 L9 S n) e" c3 P4 w8 d; l
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。
, j6 Z+ T# n& T( A9 N3 h& X, N故而,趁半分闲,炒一碗现饭(方言,意指现成的饭,剩饭的意思)。 1 Y# U6 C" T0 {) b0 Q( y) v; Y
Contextualization of grammar involves teaching grammar in context , that is embedded in: a0 G% I: N" P; h9 R p
meaningful language use for real communicative purposes; grammar that is presented in9 ~2 J( O3 F' G6 [7 U
context enhances meaning; contextualized teaching recognizes that meaning changes
! Y+ k1 |/ p" {& ?- D3 Tdepending upon the context in which it occurs.
3 z x1 i8 R7 Z' _ F% @Authenticity of Text and Task—authentic texts and tasks reflect the intention of a real
* T- n/ b* ?: Z' m- ycommunicative purpose for a real audience.- w8 s% C2 S$ d. _) p
Process—language acquisition (be it first, second, or third...) is an ongoing process that
) L" B @, w3 z* J$ E+ Rrequires a great deal of time, patience, thought, effort, and encouragement. Recognition of the0 E3 z& i: d* D- ~
nature of this process needs to guide instruction and assessment.6 [! N; u2 q2 \$ ?2 x9 K6 S4 q
Reflection—both teachers and students need time for deliberate thought, or reflection.) r8 v5 E$ s: r1 L+ G; g2 z
Interaction—learners must use language in meaningful interaction in order to learn it.1 }$ t* `" p+ `- Q# a' h' S& T( Y
Integration—an integrative approach to language teaching sees the connection of languages3 G |3 y# k+ j! d: z& u
and cultures to what we do, how we think, and who we are.- X( X$ t5 |; m4 ]# _, o
of the four modalities—creating classroom activities that require students to use# V4 H( Z# D2 N2 w
language within two or more of the four modalities, with attention to how those
; F4 V7 J8 M7 B8 Wmodalities work within the framework of communicative modes, helps to reinforce
" E# ~: T2 V- |, Ithe concepts being emphasized.
! J$ C: P" m) w5 d& E2 V of language and content—language must be integrated with content, be it other
% Y$ d: S1 W, H* n& d4 lacademic subject matters or cultural themes. A content-based approach to language$ O; @9 | d5 s+ q2 k! A4 J
teaching emphasizes language use; language structures are emphasized in the
- W" [2 f2 h0 c" l7 P& \5 d/ B8 Gcontext of that use. Language classrooms must become places where students and
* ~! J, d- d" N( |; N3 V' i' Oteachers understand themselves as cultural beings and begin to discover the% S+ b( A& j# S) d; @- E
complexity of the concept of culture as they view cultures both within and outside
2 ]3 l; r$ _$ J2 W$ xof the U.S. from a number of perspectives.+ ? d2 n- @8 N, O9 X9 V
+ v' g" D8 a! y
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