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原文地址:语言教学的六个基本概念作者:鲁子问& ]" U. e8 E3 F7 E Z: Q/ K: T7 x
语言教学的六个基本概念:语境、真实、过程、反思、互动、整合* t8 E2 o" Z* r& O% A
: w$ h% `0 y8 ^9 U7 W; {0 G% T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。
9 e6 k/ B. X: g* z7 D- I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。
Q4 g# f8 K }) A$ `故而,趁半分闲,炒一碗现饭(方言,意指现成的饭,剩饭的意思)。
4 m3 L: m* F+ F. `) Y' b Contextualization of grammar involves teaching grammar in context , that is embedded in8 y) K- `5 K# Q Z% \
meaningful language use for real communicative purposes; grammar that is presented in% W. e8 I8 P+ B# w, w' ^+ Y* Q# N" e
context enhances meaning; contextualized teaching recognizes that meaning changes
$ w0 I0 }' N" T$ g+ X) Fdepending upon the context in which it occurs.. N: e4 ^- J6 b" c
Authenticity of Text and Task—authentic texts and tasks reflect the intention of a real
# t/ W1 v& u& n! B- ucommunicative purpose for a real audience.6 x0 Z# i' B# v; x
Process—language acquisition (be it first, second, or third...) is an ongoing process that
# }/ Q r5 W: ?0 E9 Brequires a great deal of time, patience, thought, effort, and encouragement. Recognition of the$ `& b: \+ Z# w# s5 E" K: j
nature of this process needs to guide instruction and assessment.3 I4 q/ c- K5 k3 i6 s
Reflection—both teachers and students need time for deliberate thought, or reflection.) C* F9 f' x" p$ B9 ^& j
Interaction—learners must use language in meaningful interaction in order to learn it.
, A7 D7 O% ^5 |" @$ n8 I; N# A, m6 kIntegration—an integrative approach to language teaching sees the connection of languages. k% C! z& Z, m6 ]
and cultures to what we do, how we think, and who we are.3 p) i' |, I$ V% c
of the four modalities—creating classroom activities that require students to use
& S0 g8 X# a1 u; ]% R, Dlanguage within two or more of the four modalities, with attention to how those
5 v6 T, E4 A. K Nmodalities work within the framework of communicative modes, helps to reinforce+ x/ y6 J" s8 K- w
the concepts being emphasized.
f2 ^+ \9 z. c/ l6 U+ F/ G of language and content—language must be integrated with content, be it other
. A* k) L* r: p" {3 Tacademic subject matters or cultural themes. A content-based approach to language
# d" H' e1 x6 @7 kteaching emphasizes language use; language structures are emphasized in the% d% ~ I1 s2 y0 p" S0 t: c
context of that use. Language classrooms must become places where students and
0 h9 j. g8 B: L$ N+ `7 O- I' G6 \: gteachers understand themselves as cultural beings and begin to discover the) A2 t. [5 u: v# V( c
complexity of the concept of culture as they view cultures both within and outside
4 m i e+ O( B6 B% dof the U.S. from a number of perspectives./ S( K1 o+ E, u9 d; R/ @
, O* E) d* k$ X" b" B+ [ k% T4 b
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