语言教学的六个基本概念

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

语言教学的六个基本概念：语境、真实、过程、反思、互动、整合
+ |/ _7 r& k  M9 Z  n* Y7 s1 w

3 R8 E* f# P& j' l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）。
; w) x; {* {+ u' `

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
$ S1 Y9 n+ R4 C( ~1 F4 T( G  ^depending upon the context in which it occurs.
2 J, v* w7 `9 Y3 C) _/ FAuthenticity of Text and Task—authentic texts and tasks reflect the intention of a real
communicative purpose for a real audience.
/ O! t$ }# k: _" g7 w# Q2 {Process—language acquisition (be it first, second, or third...) is an ongoing process that
% R% q) }8 C" Q; I6 M0 {* hrequires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
& @, R3 K! {. w8 j9 @nature of this process needs to guide instruction and assessment.
Reflection—both teachers and students need time for deliberate thought, or reflection.
* `4 N" z$ a2 e; j. w: h  c: W& n# TInteraction—learners must use language in meaningful interaction in order to learn it.
Integration—an integrative approach to language teaching sees the connection of languages
/ p" [  l. L# A; H5 p2 Vand cultures to what we do, how we think, and who we are.
      of the four modalities—creating classroom activities that require students to use
- L7 q- D+ Q) f8 G; Q3 Ilanguage within two or more of the four modalities, with attention to how those
2 e9 }0 G, ~! l0 H$ hmodalities work within the framework of communicative modes, helps to reinforce
; \7 ^, m! [! ?the concepts being emphasized.
* _: h7 B! D5 x. _$ @/ C      of language and content—language must be integrated with content, be it other
academic 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
( T5 W; G6 h7 \; W& Y! iteachers understand themselves as cultural beings and begin to discover the
, e) \* \5 v# f. hcomplexity of the concept of culture as they view cultures both within and outside
of the U.S. from a number of perspectives.
9 L5 m$ q4 l" X5 I) m% W: c
5 l5 E' r4 U7 C' I) o  O

语境、真实、过程、反思、互动、整合$