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原文地址:语言教学的六个基本概念作者:鲁子问$ C( P, u) T3 h
语言教学的六个基本概念:语境、真实、过程、反思、互动、整合4 l9 V% }$ v5 F; U; a/ K
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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。 & e- R( ^# q) 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。 , i3 k9 K5 R( {$ A. H V/ Y& H
故而,趁半分闲,炒一碗现饭(方言,意指现成的饭,剩饭的意思)。 5 Z5 K+ `4 y. o9 W: v; o
Contextualization of grammar involves teaching grammar in context , that is embedded in/ S# A$ l( Y, e8 ?
meaningful language use for real communicative purposes; grammar that is presented in
% g+ q: S( q3 T! X! ~context enhances meaning; contextualized teaching recognizes that meaning changes
; ]9 L! }& l+ E; l; ?depending upon the context in which it occurs.4 P- m' R7 a& t2 ?6 X4 M
Authenticity of Text and Task—authentic texts and tasks reflect the intention of a real. f, K) W) A; w2 z$ \! o- R
communicative purpose for a real audience.
0 Y& g- F1 Z# Z3 V6 X3 |9 jProcess—language acquisition (be it first, second, or third...) is an ongoing process that$ a1 G6 J- u" A- C3 }1 v5 G/ ~
requires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
& ^ L' N/ i E- ^& tnature of this process needs to guide instruction and assessment.
1 w+ M9 b4 S0 h W% M. `Reflection—both teachers and students need time for deliberate thought, or reflection.
/ a+ A/ B: g6 a! ?1 u3 J0 H1 s3 ZInteraction—learners must use language in meaningful interaction in order to learn it.
. N9 h% L: [6 x. z. JIntegration—an integrative approach to language teaching sees the connection of languages. r2 d0 d" k! d1 x
and cultures to what we do, how we think, and who we are. a% Y4 x4 ?: O7 c: D7 z8 }* Y% }9 U
of the four modalities—creating classroom activities that require students to use: D' J- `8 |0 Y$ d8 y5 z
language within two or more of the four modalities, with attention to how those
+ G; a$ m9 ~: z# ?! R; @modalities work within the framework of communicative modes, helps to reinforce; L4 S) E* t' w
the concepts being emphasized.
9 W2 L. Y M; y3 R of language and content—language must be integrated with content, be it other
, w; f5 P0 ?4 T- K) c+ }academic subject matters or cultural themes. A content-based approach to language/ e' C( R# c& q8 |- t) c& \
teaching emphasizes language use; language structures are emphasized in the
- q9 P( [0 x, B" j- i [* }+ ~context of that use. Language classrooms must become places where students and
0 F/ R @4 T/ xteachers understand themselves as cultural beings and begin to discover the
* i- Z; E3 u0 ?1 e) K& x3 m1 Xcomplexity of the concept of culture as they view cultures both within and outside
+ h, D) D" y- G5 Z+ D& O3 n* uof the U.S. from a number of perspectives.1 I5 n8 ^% S, D& h' _. k& ]
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