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原文地址:语言教学的六个基本概念作者:鲁子问+ g# [ e- X6 A4 \' l
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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- r4 Z3 H1 h9 _9 Z1 p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。 h* E5 {5 Y9 O8 }
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。
/ w: [/ A* b5 M( K C" F" H' Q! U; 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)。
7 \5 |3 u4 J9 U& @9 r7 N Contextualization of grammar involves teaching grammar in context , that is embedded in5 V6 x2 }5 T$ |, X1 M6 w7 C2 t
meaningful language use for real communicative purposes; grammar that is presented in
* k2 |( [' x/ x0 s( _context enhances meaning; contextualized teaching recognizes that meaning changes* w+ [5 p0 V4 H* M+ ^! x
depending upon the context in which it occurs.
. {3 Z9 S9 c7 f4 _% a7 HAuthenticity of Text and Task—authentic texts and tasks reflect the intention of a real
+ n8 g. g5 k* p% c$ b4 dcommunicative purpose for a real audience.
' E2 _5 {4 C$ X' ], I. }Process—language acquisition (be it first, second, or third...) is an ongoing process that
, r r) I5 O; K* ?+ }' t/ d Trequires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
5 J" t8 q( o# Q2 tnature of this process needs to guide instruction and assessment.1 R, f' F, I8 l3 t9 s6 @
Reflection—both teachers and students need time for deliberate thought, or reflection.8 K4 w- D) D/ o1 P- U
Interaction—learners must use language in meaningful interaction in order to learn it.
) O# y( }% V) t% _5 D+ gIntegration—an integrative approach to language teaching sees the connection of languages
, ?% }2 k d8 B; P1 C/ @and cultures to what we do, how we think, and who we are.
4 R2 \+ D; Z" }" O3 j) ] of the four modalities—creating classroom activities that require students to use" J% u0 t1 Z+ g/ c5 \* _. v3 f8 ~
language within two or more of the four modalities, with attention to how those+ B8 x" q/ m1 t& U
modalities work within the framework of communicative modes, helps to reinforce
1 e7 K" v6 P+ `5 ^, g( o6 ^the concepts being emphasized.
6 R# Z6 A0 j% u4 Q* G& z. z: L- z5 R of language and content—language must be integrated with content, be it other# }# ]- ?8 m+ h: `* i
academic subject matters or cultural themes. A content-based approach to language
+ J) C2 n" O9 m+ ^' A7 Jteaching emphasizes language use; language structures are emphasized in the
& K- ?" V1 s0 k' Q. R: L3 Ocontext of that use. Language classrooms must become places where students and0 {# T' K+ J% d7 I* ^8 C6 m( X. C
teachers understand themselves as cultural beings and begin to discover the
7 P- i* g+ w9 t, B' i; Gcomplexity of the concept of culture as they view cultures both within and outside8 e2 T9 o. }: N0 x& h. O
of the U.S. from a number of perspectives.) U b- ~* l6 M. f
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