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
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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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& w( r/ {# P: w! H3 o1 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。
- L1 [* {$ B4 S7 Z" 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）。
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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
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
8 k( F* p$ K% c& ?$ B/ R. Wcommunicative purpose for a real audience.
! b7 Z' h; \: b( g0 PProcess—language acquisition (be it first, second, or third...) is an ongoing process that
  R- \) o0 a+ p7 orequires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
$ o2 j# L' L. H% Q7 t1 }, R3 Tnature of this process needs to guide instruction and assessment.
. c" _8 S: ?- y9 J8 d1 J7 lReflection—both teachers and students need time for deliberate thought, or reflection.
9 |; p5 T- E4 r# E2 FInteraction—learners must use language in meaningful interaction in order to learn it.
9 Q+ J  h! M/ p& n' QIntegration—an integrative approach to language teaching sees the connection of languages
+ f" c& |; B# a: yand cultures to what we do, how we think, and who we are.
, @; B7 |3 k' G! z3 b" X/ ^      of the four modalities—creating classroom activities that require students to use
+ G8 [1 j# `- q# k% Z9 l/ klanguage within two or more of the four modalities, with attention to how those
modalities work within the framework of communicative modes, helps to reinforce
' q# U8 \' u9 L. P3 }the concepts being emphasized.
/ g% _4 `: }5 j      of language and content—language must be integrated with content, be it other
& P3 P- P, b! H2 E- Kacademic subject matters or cultural themes. A content-based approach to language
teaching emphasizes language use; language structures are emphasized in the
+ |; |: T# k+ d0 c8 Zcontext of that use. Language classrooms must become places where students and
teachers understand themselves as cultural beings and begin to discover the
9 S$ D  g4 W, q/ i2 W* ^9 ?3 {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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语境、真实、过程、反思、互动、整合$