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
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/ `5 O( a$ g) X3 g" q. I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。
' {0 p! P: {5 r7 e' C% D: E; B. h" v故而，趁半分闲，炒一碗现饭（方言，意指现成的饭，剩饭的意思）。
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Contextualization of grammar involves teaching grammar in context , that is embedded in
meaningful language use for real communicative purposes; grammar that is presented in
( r/ `1 {; [# |. ?" M6 {context enhances meaning; contextualized teaching recognizes that meaning changes
depending upon the context in which it occurs.
Authenticity of Text and Task—authentic texts and tasks reflect the intention of a real
communicative purpose for a real audience.
Process—language acquisition (be it first, second, or third...) is an ongoing process that
1 D" }/ c0 a; C2 F5 s+ Arequires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
nature of this process needs to guide instruction and assessment.
1 Z" D6 ?( [2 s$ ^7 TReflection—both teachers and students need time for deliberate thought, or reflection.
$ N9 H) |% C/ T* }Interaction—learners must use language in meaningful interaction in order to learn it.
& J' }3 V/ ~- N3 \* m4 PIntegration—an integrative approach to language teaching sees the connection of languages
and cultures to what we do, how we think, and who we are.
" Q5 p- y/ k$ c6 Z, }" ?      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
4 @6 M8 `$ K4 T) J! T$ a/ Smodalities work within the framework of communicative modes, helps to reinforce
' R  d* N6 @7 F1 _& i1 `  \8 f; |, Tthe concepts being emphasized.
      of language and content—language must be integrated with content, be it other
. R7 h3 i5 \# u, u# f* hacademic 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
teachers understand themselves as cultural beings and begin to discover the
9 X- r' K8 b9 x& O2 a, Zcomplexity 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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语境、真实、过程、反思、互动、整合$