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

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。
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
2 E, x; ^3 g# ymeaningful language use for real communicative purposes; grammar that is presented in
6 b! K. |' r$ N8 U0 L# U3 ccontext 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
' y! F8 F. g) c9 z2 J6 Q7 Bcommunicative purpose for a real audience.
. I- }! s" Z  Z* |2 {9 A9 A# [Process—language acquisition (be it first, second, or third...) is an ongoing process that
requires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
6 D! r, I9 \6 W! bnature of this process needs to guide instruction and assessment.
  g0 J- }4 ?- t/ k7 eReflection—both teachers and students need time for deliberate thought, or reflection.
1 D) e; ]+ j; YInteraction—learners must use language in meaningful interaction in order to learn it.
Integration—an integrative approach to language teaching sees the connection of languages
2 y- m9 b" y) q; ?8 H; b. D7 o* ~and cultures to what we do, how we think, and who we are.
1 g# b+ y2 v5 ~' x4 V; U      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
) R/ r6 u2 n- Y& E6 w/ j+ k6 nmodalities work within the framework of communicative modes, helps to reinforce
; D; X1 ^! p5 D+ ethe concepts being emphasized.
      of language and content—language must be integrated with content, be it other
& a; H( M# y9 ^8 |academic subject matters or cultural themes. A content-based approach to language
teaching emphasizes language use; language structures are emphasized in the
context of that use. Language classrooms must become places where students and
5 O* h+ y$ c" k( R1 `3 k  Uteachers understand themselves as cultural beings and begin to discover the
' ?7 n* Y/ h! O+ h' U1 Dcomplexity 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$