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原文地址:语言教学的六个基本概念作者:鲁子问
6 i/ {9 u, k% o& a. W% K, y Z语言教学的六个基本概念:语境、真实、过程、反思、互动、整合2 X- G! S4 i1 R" [
/ x6 e2 y" X' f, |7 I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。 / _; L+ r- ^ r2 W$ A2 x! @
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。
( P& Y. c% t* J3 ~; M/ _6 U故而,趁半分闲,炒一碗现饭(方言,意指现成的饭,剩饭的意思)。
+ R3 _, a/ z: Y4 \ Contextualization of grammar involves teaching grammar in context , that is embedded in
* k- P) S9 Z- ?/ A2 Emeaningful language use for real communicative purposes; grammar that is presented in) Q) V# g6 ~. u3 U/ q! O2 a9 M$ C
context enhances meaning; contextualized teaching recognizes that meaning changes4 ]( S" M9 X$ q. e1 `4 G7 ~4 |8 C
depending upon the context in which it occurs.
: w% x- C7 [' ^% \( j) `" RAuthenticity of Text and Task—authentic texts and tasks reflect the intention of a real
+ C4 C" b( W/ _6 Ccommunicative purpose for a real audience.
1 @4 w3 X" Q7 K+ c( Z& QProcess—language acquisition (be it first, second, or third...) is an ongoing process that6 R0 R, L4 `* v/ t* F3 Z/ ]# e
requires a great deal of time, patience, thought, effort, and encouragement. Recognition of the2 o) g) e. \) { [7 d1 `
nature of this process needs to guide instruction and assessment.; d3 t. p4 X/ x* x" g
Reflection—both teachers and students need time for deliberate thought, or reflection.
# k7 I- `# H5 O% v ^$ f: C/ X$ C; lInteraction—learners must use language in meaningful interaction in order to learn it.
; R! ^, \+ Y( D0 O* l& P- H; lIntegration—an integrative approach to language teaching sees the connection of languages
' h. D4 M( q( q- @* z1 W( ?. xand cultures to what we do, how we think, and who we are.
- M2 u b( k, V' X$ F; V of the four modalities—creating classroom activities that require students to use9 J, T7 n5 {& ?6 j) e" [5 D A3 A: j
language within two or more of the four modalities, with attention to how those
. N7 ~- ~& _8 zmodalities work within the framework of communicative modes, helps to reinforce
7 m E. H2 S! P& w# F9 sthe concepts being emphasized.
; Y2 x! h5 N( m3 d8 Z9 k of language and content—language must be integrated with content, be it other3 H6 n. }7 N* ^ B6 ]; T" R8 @
academic subject matters or cultural themes. A content-based approach to language( r" D3 H8 x( S0 y& f$ ]
teaching emphasizes language use; language structures are emphasized in the/ W. l- M6 d! p: M x8 e; H
context of that use. Language classrooms must become places where students and
- R7 o: [# s. ]+ A. qteachers understand themselves as cultural beings and begin to discover the
8 q C0 z+ `$ Ccomplexity of the concept of culture as they view cultures both within and outside
% t+ P% d L P9 c: o: N0 `; b; Bof the U.S. from a number of perspectives. U- K2 P) C) t! Z7 a
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