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

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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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。
  N5 p) T  I& ?% t4 V6 q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）。

Contextualization of grammar involves teaching grammar in context , that is embedded in
8 W0 P2 j4 G3 L, U$ cmeaningful language use for real communicative purposes; grammar that is presented in
% r5 L: W) Z- t3 a# j6 lcontext 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
  k& N" b0 |# R2 W6 ~& H; Jcommunicative purpose for a real audience.
Process—language acquisition (be it first, second, or third...) is an ongoing process that
5 T( M- N7 i, T9 c9 |. ~! l! H6 zrequires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
nature of this process needs to guide instruction and assessment.
# P& e7 A+ ^8 M8 L! p4 p5 [Reflection—both teachers and students need time for deliberate thought, or reflection.
Interaction—learners must use language in meaningful interaction in order to learn it.
6 H$ u* @) ?: t# ?9 GIntegration—an integrative approach to language teaching sees the connection of languages
1 K( r: e; R& E5 ?; f5 pand cultures to what we do, how we think, and who we are.
      of the four modalities—creating classroom activities that require students to use
language within two or more of the four modalities, with attention to how those
# O2 V* E  k. `+ ~. Z) N7 Rmodalities work within the framework of communicative modes, helps to reinforce
the concepts being emphasized.
      of language and content—language must be integrated with content, be it other
0 H! Z9 {- t5 G* D" x* oacademic subject matters or cultural themes. A content-based approach to language
teaching emphasizes language use; language structures are emphasized in the
* P$ n' c: g) G& k7 K: J5 qcontext of that use. Language classrooms must become places where students and
% G% A$ ~) A! ?. ]" L, t2 Dteachers understand themselves as cultural beings and begin to discover the
; b7 Q+ w9 P% Zcomplexity 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$