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
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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。
" b% f+ ]& i, Z; M' M) P. P4 J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
: ~% |2 I! ], B+ cmeaningful language use for real communicative purposes; grammar that is presented in
# h3 |1 D5 l' E2 C! fcontext 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.
9 Q4 }: N, A- oProcess—language acquisition (be it first, second, or third...) is an ongoing process that
5 V+ p9 X- V# X" Y  \9 P  _8 O7 erequires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
2 X* O% H) O* O& ?0 Xnature of this process needs to guide instruction and assessment.
7 K& e* Z- c1 ]) y1 AReflection—both teachers and students need time for deliberate thought, or reflection.
* ~$ Q) [3 g) n  b; l4 u" FInteraction—learners must use language in meaningful interaction in order to learn it.
Integration—an integrative approach to language teaching sees the connection of languages
# J1 `, _0 y7 W% s; j7 S! uand cultures to what we do, how we think, and who we are.
8 J. B3 y3 A. t3 E6 v- ?0 c      of the four modalities—creating classroom activities that require students to use
language within two or more of the four modalities, with attention to how those
& h/ E$ M0 H  {+ Hmodalities work within the framework of communicative modes, helps to reinforce
7 b9 P: B8 Z& j1 m0 j: ~the concepts being emphasized.
      of language and content—language must be integrated with content, be it other
9 U0 V- \; C! iacademic 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
# [2 B( x+ b% X& iteachers understand themselves as cultural beings and begin to discover the
. N/ P9 |( \5 B' q* Ccomplexity 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$