请联系QQ393038533 以便注册 享用更多功能
您需要 登录 才可以下载或查看,没有账号?注册(中文实名)
×
 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5 [- |0 E6 Q f! a( [4 W
语言教学的六个基本概念:语境、真实、过程、反思、互动、整合0 ^$ _2 i s, c, a
H# \ x$ f$ v! P8 Q
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。
8 Y9 `+ s# U Z$ ^2 x' n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。 : ` b0 @3 F8 H9 S/ S4 H/ k. T
故而,趁半分闲,炒一碗现饭(方言,意指现成的饭,剩饭的意思)。
! F) C1 ~5 Y( b0 z) @ Contextualization of grammar involves teaching grammar in context , that is embedded in5 W' E* j+ y# h2 e6 ~/ j% k& X' @
meaningful language use for real communicative purposes; grammar that is presented in, K5 e1 ?& @! ?: b
context enhances meaning; contextualized teaching recognizes that meaning changes
$ [) V+ u" u% H( [$ a$ Idepending upon the context in which it occurs.
( x; S! E4 [- s1 ^& X; l* EAuthenticity of Text and Task—authentic texts and tasks reflect the intention of a real
$ g; X" f' l4 d5 N! j. dcommunicative purpose for a real audience.
+ C' R7 K" v0 ^+ b0 j1 U9 ?Process—language acquisition (be it first, second, or third...) is an ongoing process that
- w( s# s0 G. D9 erequires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
% j0 \: x/ t- t0 V: ynature of this process needs to guide instruction and assessment.! j; i" h# j' E8 A% W
Reflection—both teachers and students need time for deliberate thought, or reflection.
8 [4 {: o" ~3 sInteraction—learners must use language in meaningful interaction in order to learn it.
4 `# R9 F& |2 o3 o# SIntegration—an integrative approach to language teaching sees the connection of languages9 E: S; Y6 | |. k" f7 j
and cultures to what we do, how we think, and who we are.% |3 ^2 x' d' {) {' `
of the four modalities—creating classroom activities that require students to use
- M3 Q( m7 m8 E% Rlanguage within two or more of the four modalities, with attention to how those
( W- j" l6 t6 ~3 p2 Z2 Gmodalities work within the framework of communicative modes, helps to reinforce
$ C9 J$ {! `* D0 y$ U3 a# O6 Othe concepts being emphasized.3 H% u& n) [& l( O
of language and content—language must be integrated with content, be it other7 U4 [- Z$ A. y4 f. E. f. E
academic subject matters or cultural themes. A content-based approach to language% p* _" ^: u \6 k# |% [5 g
teaching emphasizes language use; language structures are emphasized in the
' O8 R b+ g" B: F* Econtext of that use. Language classrooms must become places where students and& r$ O6 z+ B1 U$ n' W- W6 N
teachers understand themselves as cultural beings and begin to discover the
- _/ V1 S3 q: P* P: ~0 Y& x2 qcomplexity of the concept of culture as they view cultures both within and outside2 F! r6 K. j3 Z3 r0 I
of the U.S. from a number of perspectives.& O5 q% F+ w4 c) h Z- c+ B' t: N; U
9 |3 t$ Y; i% ]6 f* P) r6 q/ j9 ~, h5 U, J7 k$ t
|