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& l/ a J( a' n% B( `6 [
语言教学的六个基本概念:语境、真实、过程、反思、互动、整合
0 u& I8 p( [# ]6 v4 k. ?
' Y+ B( i$ T/ f G0 F/ 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。
! U/ H, k. ^9 v4 g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。 / f! Z6 B& A1 l% a
故而,趁半分闲,炒一碗现饭(方言,意指现成的饭,剩饭的意思)。
$ n: Z* s5 U7 L& S( i Contextualization of grammar involves teaching grammar in context , that is embedded in$ M( v9 Q9 |! f/ G* a. k4 Z2 P
meaningful language use for real communicative purposes; grammar that is presented in
- i: D6 M+ N5 o7 J+ E$ Dcontext enhances meaning; contextualized teaching recognizes that meaning changes
3 a/ n$ J( B8 B9 d$ u D1 mdepending upon the context in which it occurs.) n! w6 ]! c4 S! q
Authenticity of Text and Task—authentic texts and tasks reflect the intention of a real
+ d. b6 |+ K* o/ ^$ Ocommunicative purpose for a real audience.! @$ _, I! L' N( ?7 s6 |
Process—language acquisition (be it first, second, or third...) is an ongoing process that' Y: F: Q* l% x
requires a great deal of time, patience, thought, effort, and encouragement. Recognition of the5 Q+ v! o7 i" ]
nature of this process needs to guide instruction and assessment.
9 U" D+ x! } H6 f0 bReflection—both teachers and students need time for deliberate thought, or reflection.$ a `4 ?/ _7 }9 m! x! t* `$ q; M
Interaction—learners must use language in meaningful interaction in order to learn it.
4 y/ }6 q$ q# tIntegration—an integrative approach to language teaching sees the connection of languages+ S* s5 \ l! B
and cultures to what we do, how we think, and who we are.$ ?3 y4 C8 Q4 y
of the four modalities—creating classroom activities that require students to use% N) t0 @1 @7 E# G- E3 h' p' Q
language within two or more of the four modalities, with attention to how those
2 J. u6 N+ ]* K6 fmodalities work within the framework of communicative modes, helps to reinforce
9 m) a( ?3 s% E/ v: r4 [. }the concepts being emphasized.
7 u% `6 d; b) T& x: B" e: c& L of language and content—language must be integrated with content, be it other( @# X5 J- |' i: \3 S4 h9 H& o4 c
academic subject matters or cultural themes. A content-based approach to language
1 ~- x+ ]7 l) k F; e) jteaching emphasizes language use; language structures are emphasized in the$ v- j1 o% W8 T& Y7 S0 C
context of that use. Language classrooms must become places where students and
% ^5 J2 J! n+ n5 Vteachers understand themselves as cultural beings and begin to discover the
# i! y F; g% G/ `complexity of the concept of culture as they view cultures both within and outside u6 e1 ?+ h: }4 n6 {8 x$ {% c- P
of the U.S. from a number of perspectives.
* z1 i0 l W* j' @+ h: n! c; Q$ K9 b) A0 w! _) ]
. h- b9 h; w4 n# j; D6 y' l |