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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; |: O- h) Y* {# r
语言教学的六个基本概念:语境、真实、过程、反思、互动、整合" ?+ d' [& s0 M/ L# v" T

( b- J5 m+ a! y1 X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
' F* e" [4 u' I) }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。6 W  r9 d3 h. P" C1 ?' I( l1 Z* @
故而,趁半分闲,炒一碗现饭(方言,意指现成的饭,剩饭的意思)。! a1 w' o# P* P% ~% S8 I/ ^  t7 |
Contextualization of grammar involves teaching grammar in context , that is embedded in% i9 Q$ E2 O+ a# H- |  e+ t/ I
meaningful language use for real communicative purposes; grammar that is presented in& q4 s; }" T7 i; n( Z! \
context enhances meaning; contextualized teaching recognizes that meaning changes  D% r: H3 J8 p
depending upon the context in which it occurs.
" c+ @0 e& y8 EAuthenticity of Text and Task—authentic texts and tasks reflect the intention of a real
0 M1 \) c: v" G$ `1 Zcommunicative purpose for a real audience.
% Q  {% z8 _8 C) S* s+ X- \Process—language acquisition (be it first, second, or third...) is an ongoing process that
" x* g. b1 V* X6 n  M8 Grequires a great deal of time, patience, thought, effort, and encouragement. Recognition of the+ K% a/ p% b/ ~6 ~+ M; S" n5 I
nature of this process needs to guide instruction and assessment.5 i, ^8 D4 v# u/ ?; H- T
Reflection—both teachers and students need time for deliberate thought, or reflection.
% O/ j5 D" S3 a; [; J3 lInteraction—learners must use language in meaningful interaction in order to learn it.
1 h; H( M) r% y) X0 OIntegration—an integrative approach to language teaching sees the connection of languages, G8 O* a  K% H9 u
and cultures to what we do, how we think, and who we are.0 n8 v; h' }2 I3 e" ]4 m7 {
      of the four modalities—creating classroom activities that require students to use9 n5 f7 \  Z# w- F! _
language within two or more of the four modalities, with attention to how those# _- d- J$ Z4 `) S/ @6 K) G
modalities work within the framework of communicative modes, helps to reinforce4 G. M8 F0 T1 J5 Q0 h% H
the concepts being emphasized./ E) y+ H$ D1 P* O* }) o; v, ]
      of language and content—language must be integrated with content, be it other
4 j6 x* R  O- Q3 X; [6 Lacademic subject matters or cultural themes. A content-based approach to language
: c% R' d# C& h6 }teaching emphasizes language use; language structures are emphasized in the# Q3 P4 P; X* W' y
context of that use. Language classrooms must become places where students and
+ a8 j4 t0 C' o6 w# P) ^- Z$ jteachers understand themselves as cultural beings and begin to discover the5 ?5 {& ]+ L6 k/ a* e" N8 @1 `0 f, Q
complexity of the concept of culture as they view cultures both within and outside  E7 i; i$ ]6 A0 H1 J
of the U.S. from a number of perspectives.

/ W3 X. A: t. n0 ^8 @* D& T; i0 U) g% G6 D& e- L. F- ^6 y, H) |

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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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