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原文地址:语言教学的六个基本概念作者:鲁子问
; m- S; F$ f5 V# \5 y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。
5 j1 _8 \! F9 F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。
5 _% t4 m) d5 J& _, d# R B故而,趁半分闲,炒一碗现饭(方言,意指现成的饭,剩饭的意思)。 1 v$ O# D1 g* W3 u5 \* b
Contextualization of grammar involves teaching grammar in context , that is embedded in0 u& m' O& V8 \8 W
meaningful language use for real communicative purposes; grammar that is presented in
8 ]8 W7 X0 A. Ncontext enhances meaning; contextualized teaching recognizes that meaning changes! ^* A" _$ O; R
depending upon the context in which it occurs.
. H% c. b+ H/ g$ p g# z7 x. T' pAuthenticity of Text and Task—authentic texts and tasks reflect the intention of a real
* L' g7 q% X, [: c3 a, {communicative purpose for a real audience.
/ q6 m1 n# ?; g. a' \7 p: ?% ^Process—language acquisition (be it first, second, or third...) is an ongoing process that- n7 Z' R( i' a% v z
requires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
5 h& \" Y3 q! T* l' [" Wnature of this process needs to guide instruction and assessment.
3 g6 M2 f# _5 f- |Reflection—both teachers and students need time for deliberate thought, or reflection.4 f2 `# \8 H" m0 i& V) L4 C% i* Y
Interaction—learners must use language in meaningful interaction in order to learn it.8 a+ T3 @. A' T2 ?) A4 w, d: Q$ Y
Integration—an integrative approach to language teaching sees the connection of languages
' y! b* j- j4 `, p: q0 zand cultures to what we do, how we think, and who we are.
! T2 w( b! O1 V/ H x of the four modalities—creating classroom activities that require students to use
- D" P5 Y3 h1 _; F3 ~& {language within two or more of the four modalities, with attention to how those
3 I4 k5 h; g2 B$ ?! k) Rmodalities work within the framework of communicative modes, helps to reinforce" y5 h6 j& N$ V: o
the concepts being emphasized.
6 P" z8 \3 Q/ n# ]* R" V$ C6 y of language and content—language must be integrated with content, be it other
; p. T) K$ }. g& O1 xacademic subject matters or cultural themes. A content-based approach to language
: H( c9 l1 A, _4 N% O7 W, uteaching emphasizes language use; language structures are emphasized in the
& x$ g7 c, g. M2 j1 g7 Fcontext of that use. Language classrooms must become places where students and. V, I* Z! J# g3 E2 v; n* Z+ i
teachers understand themselves as cultural beings and begin to discover the3 v% b) d& i7 m/ Y' D$ U* z
complexity of the concept of culture as they view cultures both within and outside
; g; A# g# u! W vof the U.S. from a number of perspectives.
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