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
0 l8 ?& u/ ^* W. [

语言教学的六个基本概念：语境、真实、过程、反思、互动、整合

/ j6 M* l# A" O8 N# `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。
, ]/ Z/ z% c7 k) C- X( o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）。

Contextualization of grammar involves teaching grammar in context , that is embedded in
% h9 V/ A  o9 r, b" E6 umeaningful language use for real communicative purposes; grammar that is presented in
# ~9 ?8 [6 c( j' b& V) pcontext enhances meaning; contextualized teaching recognizes that meaning changes
depending upon the context in which it occurs.
8 \; _& O, N- `% ~' u1 gAuthenticity of Text and Task—authentic texts and tasks reflect the intention of a real
+ R  p# p8 y& L; S' f4 ~. g# Z: xcommunicative purpose for a real audience.
' R" [/ f. M5 v' }9 [Process—language acquisition (be it first, second, or third...) is an ongoing process that
1 v* U6 z6 K, O7 j7 G8 U+ crequires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
! L& q4 p! `" R/ x, L( Cnature of this process needs to guide instruction and assessment.
Reflection—both teachers and students need time for deliberate thought, or reflection.
! G  j4 D  z. b; c4 q* PInteraction—learners must use language in meaningful interaction in order to learn it.
Integration—an integrative approach to language teaching sees the connection of languages
$ w7 }' K' [# Oand cultures to what we do, how we think, and who we are.
; B2 j+ j5 C" O+ ^      of the four modalities—creating classroom activities that require students to use
language within two or more of the four modalities, with attention to how those
; N* Y/ ?0 L1 g- `6 U+ ?7 Z) Y0 fmodalities work within the framework of communicative modes, helps to reinforce
. X" ^, [8 S1 y8 o0 ]the concepts being emphasized.
+ @8 g6 t0 _3 r6 Y/ x: ^# L      of language and content—language must be integrated with content, be it other
9 h! d' s' G$ {academic subject matters or cultural themes. A content-based approach to language
9 U  T/ n/ s2 e9 P) |8 S/ lteaching emphasizes language use; language structures are emphasized in the
, Z6 t) x& |8 P9 Vcontext of that use. Language classrooms must become places where students and
( M/ Z* E$ [' e& ], G: {+ g# E7 oteachers understand themselves as cultural beings and begin to discover the
complexity of the concept of culture as they view cultures both within and outside
of the U.S. from a number of perspectives.

语境、真实、过程、反思、互动、整合$