请联系QQ393038533 以便注册 享用更多功能
您需要 登录 才可以下载或查看,没有账号?注册(中文实名)
×
 扫二维码,用手机阅读
原文地址:语言教学的六个基本概念作者:鲁子问6 \* n" o/ r2 B. k+ n
语言教学的六个基本概念:语境、真实、过程、反思、互动、整合3 H" p/ F7 j a8 y, E) ?2 A3 m* ?
+ @) y5 v2 _8 E( f
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。
8 g% |5 t% C, |% C+ q* E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。 / q) d, N \% Q9 _* ]& K
故而,趁半分闲,炒一碗现饭(方言,意指现成的饭,剩饭的意思)。
1 J! h, B d. u9 f Contextualization of grammar involves teaching grammar in context , that is embedded in
) i- h w# D vmeaningful language use for real communicative purposes; grammar that is presented in
) v N/ T$ L" L+ scontext enhances meaning; contextualized teaching recognizes that meaning changes5 n5 {5 o i! [! e0 w2 m" E+ K
depending upon the context in which it occurs.
6 M5 ~2 A- ]5 b3 f# J3 Y5 E9 \Authenticity of Text and Task—authentic texts and tasks reflect the intention of a real* } E9 M5 @# _* g" |; I
communicative purpose for a real audience.
/ T, |0 G; ?3 @3 \8 X) R" ]! U# XProcess—language acquisition (be it first, second, or third...) is an ongoing process that6 Y4 D6 X1 e4 ^; w$ C% U6 [# i
requires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
* i& }1 C# B+ O3 L) o8 V( dnature of this process needs to guide instruction and assessment.2 ^2 o1 b! w. G" R! j3 L W
Reflection—both teachers and students need time for deliberate thought, or reflection.
" ]4 H$ f& ~* e+ A7 gInteraction—learners must use language in meaningful interaction in order to learn it.
( ~/ ?3 [. [- R; ]* x' }Integration—an integrative approach to language teaching sees the connection of languages, |3 G- i/ X5 V9 Y. W) J
and cultures to what we do, how we think, and who we are.8 ]- P7 I- \6 u1 k
of the four modalities—creating classroom activities that require students to use
; M! L+ S# m2 R% j9 y* w* ilanguage within two or more of the four modalities, with attention to how those. F0 D y( N$ Q6 Z
modalities work within the framework of communicative modes, helps to reinforce
T" n: B- S! }: e- e9 I+ Qthe concepts being emphasized.& t- P$ `, p- w" J
of language and content—language must be integrated with content, be it other3 T. P; w6 ?/ s5 X% ~, W+ K
academic subject matters or cultural themes. A content-based approach to language0 R- ]$ j* b9 \, a3 S
teaching emphasizes language use; language structures are emphasized in the
8 _/ G. x4 X* h. @2 m" ucontext of that use. Language classrooms must become places where students and
# V* c- @% P& x4 ~7 d' A5 `; kteachers understand themselves as cultural beings and begin to discover the# O) d3 X0 R" Q) @ M
complexity of the concept of culture as they view cultures both within and outside
0 ]! y j5 g% e8 @( p( Oof the U.S. from a number of perspectives.% B: y( E$ l+ R5 b" m8 b O
$ n7 x; \! M8 g/ U' O. j
2 T+ @9 j- z% U7 l! g# } |