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原文地址:语言教学的六个基本概念作者:鲁子问
8 E! v k# O, z5 W! M- c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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7 h: }& f$ r' W4 Y5 V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。
& m w) }6 S. O7 T, A- h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。 4 Z+ v R- K0 j
故而,趁半分闲,炒一碗现饭(方言,意指现成的饭,剩饭的意思)。 " c# k Y3 Z8 E$ m
Contextualization of grammar involves teaching grammar in context , that is embedded in
4 j& e K0 r4 P" N5 y9 Wmeaningful language use for real communicative purposes; grammar that is presented in
, s9 T7 [' N' H5 `context enhances meaning; contextualized teaching recognizes that meaning changes
- ?) x, P3 C9 G+ ~/ Rdepending upon the context in which it occurs.4 j: j0 U5 x8 Z. l: t" k2 i+ K2 |
Authenticity of Text and Task—authentic texts and tasks reflect the intention of a real. v" j& n. }* I* T" {; k
communicative purpose for a real audience." q0 d! M: R) _, N# u, P k6 r
Process—language acquisition (be it first, second, or third...) is an ongoing process that
# G. \. }3 H6 n9 ?; Rrequires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
R/ p5 V; ~' J4 ?' a/ O% snature of this process needs to guide instruction and assessment.* B7 o& Y# U$ [% S
Reflection—both teachers and students need time for deliberate thought, or reflection.& U7 [ ~+ t5 p
Interaction—learners must use language in meaningful interaction in order to learn it.* M% y! S0 K f/ a! A. _2 q7 p
Integration—an integrative approach to language teaching sees the connection of languages
9 V9 V! A7 j5 [5 m% d8 c' v# [and cultures to what we do, how we think, and who we are.
]" I) v5 s1 s+ u8 D* a of the four modalities—creating classroom activities that require students to use6 i1 ^# \6 o3 ]2 o% l
language within two or more of the four modalities, with attention to how those9 x6 s M3 U t# p. |, ]0 ?( P3 v
modalities work within the framework of communicative modes, helps to reinforce: H) F" k3 b; j2 A( N( D5 x
the concepts being emphasized./ R$ Q1 c p% o( s, j! r) s
of language and content—language must be integrated with content, be it other4 g* n R6 q( u' W
academic subject matters or cultural themes. A content-based approach to language7 }" T3 W' q% k6 S
teaching emphasizes language use; language structures are emphasized in the
% k" H1 m* D, Vcontext of that use. Language classrooms must become places where students and( m. u4 I" o, w9 Z
teachers understand themselves as cultural beings and begin to discover the' N. s; b, T( ~( i3 g0 T4 [ X7 U) w9 l
complexity of the concept of culture as they view cultures both within and outside
@+ \0 L1 k* h+ @& j5 }/ A6 A& zof the U.S. from a number of perspectives.
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