语言教学的六个基本概念

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原文地址：语言教学的六个基本概念作者：鲁子问

语言教学的六个基本概念：语境、真实、过程、反思、互动、整合

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。
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。
8 r( D( s' `# N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
8 T8 i! g, D  V. V! E5 c3 smeaningful language use for real communicative purposes; grammar that is presented in
4 R2 y) Q: c. f* {- {( B5 S. p: W3 g* bcontext enhances meaning; contextualized teaching recognizes that meaning changes
depending upon the context in which it occurs.
9 {2 r2 S9 T& t- ~Authenticity of Text and Task—authentic texts and tasks reflect the intention of a real
3 S+ A) j$ G( D) dcommunicative purpose for a real audience.
Process—language acquisition (be it first, second, or third...) is an ongoing process that
% \' {& L( {% f! D5 Z6 Erequires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
nature of this process needs to guide instruction and assessment.
5 [; T0 x( M! l4 M" ]Reflection—both teachers and students need time for deliberate thought, or reflection.
% H  F8 ~/ ?$ R% cInteraction—learners must use language in meaningful interaction in order to learn it.
Integration—an integrative approach to language teaching sees the connection of languages
7 M+ k5 t, v* R8 oand cultures to what we do, how we think, and who we are.
      of the four modalities—creating classroom activities that require students to use
4 h* C6 H9 z+ glanguage within two or more of the four modalities, with attention to how those
0 \7 G* E! y3 C$ _8 Nmodalities work within the framework of communicative modes, helps to reinforce
the concepts being emphasized.
9 V0 z4 J, d  I* x5 i      of language and content—language must be integrated with content, be it other
academic subject matters or cultural themes. A content-based approach to language
teaching emphasizes language use; language structures are emphasized in the
context of that use. Language classrooms must become places where students and
0 C) [" T. H5 Rteachers 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.
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% H$ H; v$ c- t0 a" K, l
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语境、真实、过程、反思、互动、整合$