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原文地址:语言教学的六个基本概念作者:鲁子问
; ^" X4 W& t1 f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。 - u. p5 o& w" J0 ]
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。 & O d5 b" l6 T- U( W3 s
故而,趁半分闲,炒一碗现饭(方言,意指现成的饭,剩饭的意思)。 ' C! J) j" X0 s: r- u; M
Contextualization of grammar involves teaching grammar in context , that is embedded in
3 d4 m% l' j, G, l! u/ l; fmeaningful language use for real communicative purposes; grammar that is presented in
. B; B6 H- V/ `" j* Scontext enhances meaning; contextualized teaching recognizes that meaning changes0 ]! ]) u" o) `" I A! G% w
depending upon the context in which it occurs.
5 ^! r- p- ]3 jAuthenticity of Text and Task—authentic texts and tasks reflect the intention of a real$ s' I1 W; N8 O$ x" q6 n
communicative purpose for a real audience.
* P2 h" Q4 H1 g+ V6 qProcess—language acquisition (be it first, second, or third...) is an ongoing process that
$ S: u# r5 D0 j: C! i" K8 @5 c# G5 qrequires a great deal of time, patience, thought, effort, and encouragement. Recognition of the4 z. ^7 m; V9 g4 E9 z9 K, X/ r
nature of this process needs to guide instruction and assessment.
3 M( V+ B' @( `Reflection—both teachers and students need time for deliberate thought, or reflection., y5 i% \& b) M% c9 u5 b1 t4 V& j
Interaction—learners must use language in meaningful interaction in order to learn it.
" W- E. X6 b& O- y0 HIntegration—an integrative approach to language teaching sees the connection of languages/ X( |$ }% k# P7 k! N) X. J
and cultures to what we do, how we think, and who we are. _3 X! D1 o# o" ^5 Z
of the four modalities—creating classroom activities that require students to use
1 z* d+ p, }; g# I i2 Alanguage within two or more of the four modalities, with attention to how those* j3 s% z% q/ V! a2 w
modalities work within the framework of communicative modes, helps to reinforce
/ N: ^! ^8 R* U7 ?the concepts being emphasized.
: S" s9 N" B2 W! \ of language and content—language must be integrated with content, be it other9 C2 s( q. b' D2 s2 [' e- ?- L8 q. y
academic subject matters or cultural themes. A content-based approach to language% ], P" s p. Z& c- _3 e6 g
teaching emphasizes language use; language structures are emphasized in the+ z% l4 G8 D+ |. c) C8 i2 e
context of that use. Language classrooms must become places where students and
0 E0 O) g/ e# O0 q+ Bteachers understand themselves as cultural beings and begin to discover the7 X- P& l, h+ k& d3 g }& k& {
complexity of the concept of culture as they view cultures both within and outside B4 f1 a" {$ P+ E$ q; `$ ?
of the U.S. from a number of perspectives.
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