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语言教学的六个基本概念

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张响宇 发表于 2013-12-5 09:06:04 | 显示全部楼层 |阅读模式

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原文地址:语言教学的六个基本概念作者:鲁子问& N  [5 G( K6 r( F
语言教学的六个基本概念:语境、真实、过程、反思、互动、整合8 U* w9 M2 o4 j: U/ [) |- |
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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
! K# B8 E# m/ C. O( q% V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。' j8 W9 U7 W# B: w7 l0 y
故而,趁半分闲,炒一碗现饭(方言,意指现成的饭,剩饭的意思)。' x; I9 D# \1 o# s
Contextualization of grammar involves teaching grammar in context , that is embedded in
2 h) r) d4 y! R$ |  K5 Y/ emeaningful language use for real communicative purposes; grammar that is presented in
& q2 _6 ^1 S  y9 y+ y4 Xcontext enhances meaning; contextualized teaching recognizes that meaning changes2 [8 n" f* S. a# p
depending upon the context in which it occurs.8 z8 B8 q! D6 U/ f) A/ S, ^: [, O
Authenticity of Text and Task—authentic texts and tasks reflect the intention of a real) _- L' i# ~9 e( d6 d
communicative purpose for a real audience.8 K0 g$ C+ g" _5 F2 S
Process—language acquisition (be it first, second, or third...) is an ongoing process that7 R5 q0 }+ S* f7 ?  k
requires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
. J. W2 Y- V* M  z2 }' q% o- znature of this process needs to guide instruction and assessment.
+ @8 @- m+ s. E- O0 V* WReflection—both teachers and students need time for deliberate thought, or reflection.
) H- e) h; g8 h% V- P' ^5 VInteraction—learners must use language in meaningful interaction in order to learn it.
% w* x6 _$ t5 Z5 zIntegration—an integrative approach to language teaching sees the connection of languages
: I2 e4 Q& \+ i9 Q8 ~: Y3 jand cultures to what we do, how we think, and who we are.
+ a% v$ {2 a0 ?  m4 M" S      of the four modalities—creating classroom activities that require students to use8 h& ?+ ^# T, s5 y9 h
language within two or more of the four modalities, with attention to how those, P' l' \' E2 U$ k4 N9 ~3 R- n
modalities work within the framework of communicative modes, helps to reinforce2 T# F8 A. L% z% Z
the concepts being emphasized.
6 V' ?; V5 m5 ?      of language and content—language must be integrated with content, be it other
" G3 |& ~* G- W4 c) D% d" T! wacademic subject matters or cultural themes. A content-based approach to language4 y+ @' ]0 q& |
teaching emphasizes language use; language structures are emphasized in the# W9 o/ k  b7 V, _( o3 f* M
context of that use. Language classrooms must become places where students and0 P- }  p* y1 m& i( u# T$ O: t" |* S
teachers understand themselves as cultural beings and begin to discover the/ L! |. i- Y1 _
complexity of the concept of culture as they view cultures both within and outside
) ]2 j  u( w% }  d9 |  |1 W& S4 cof the U.S. from a number of perspectives.

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张忠信 发表于 2014-1-2 09:01:34 | 显示全部楼层
语境、真实、过程、反思、互动、整合$

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