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原文地址:语言教学的六个基本概念作者:鲁子问
$ R+ E7 N( A* `语言教学的六个基本概念:语境、真实、过程、反思、互动、整合0 b1 g8 Y# g) [: V6 |/ `
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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。
" Y/ l E0 [! W- [/ n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。
) e4 l* X* Y$ Z* m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 A2 O$ x% R+ p
Contextualization of grammar involves teaching grammar in context , that is embedded in+ C; l" I, L4 A
meaningful language use for real communicative purposes; grammar that is presented in
& M9 P! ~* O: r6 p' {0 q H8 Econtext enhances meaning; contextualized teaching recognizes that meaning changes) ?9 d# n0 ]8 B$ ]! A8 p" M1 v
depending upon the context in which it occurs.
% M" p2 K. l9 x6 JAuthenticity of Text and Task—authentic texts and tasks reflect the intention of a real2 M$ l& K# M/ g: {1 M
communicative purpose for a real audience.* \ x% i5 I2 A
Process—language acquisition (be it first, second, or third...) is an ongoing process that. U/ x) |* t# {1 d% s" R* H
requires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
0 _6 K; Z! ? |1 W5 Inature of this process needs to guide instruction and assessment.# Y" k2 d: c. ^- `1 Y- m3 c
Reflection—both teachers and students need time for deliberate thought, or reflection.
9 j& r' E) U) E* c5 o* \. b. ]Interaction—learners must use language in meaningful interaction in order to learn it. Q, w/ z9 d/ B- k
Integration—an integrative approach to language teaching sees the connection of languages
1 Y3 y5 W) z2 P/ n' ^; g7 a. wand cultures to what we do, how we think, and who we are.3 |) {. i0 q- s% Z6 b+ b3 l
of the four modalities—creating classroom activities that require students to use
7 V: V$ u! ~( ulanguage within two or more of the four modalities, with attention to how those0 r" a: J% V9 s# Z& T/ d
modalities work within the framework of communicative modes, helps to reinforce! q9 {" O* y6 O1 J# d
the concepts being emphasized.$ S4 A, b7 [5 E+ o! I3 v4 F
of language and content—language must be integrated with content, be it other6 |; k+ \1 d$ }8 j: w' [& W9 I$ v
academic subject matters or cultural themes. A content-based approach to language
; @: {: c/ y3 P( Q9 j; I7 nteaching emphasizes language use; language structures are emphasized in the
2 w7 j3 P( j" o A& ]context of that use. Language classrooms must become places where students and) k1 A& [! j$ l
teachers understand themselves as cultural beings and begin to discover the
8 e' R- X6 _. z) N9 T9 _complexity of the concept of culture as they view cultures both within and outside5 s' l! D( ?; d1 |
of the U.S. from a number of perspectives.
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