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原文地址:语言教学的六个基本概念作者:鲁子问
7 p* i8 l0 k* a d+ o3 r语言教学的六个基本概念:语境、真实、过程、反思、互动、整合8 B" X# V) w5 D/ n0 h8 w* X
8 E; c, }7 s" A' W' C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。 / z; v' x' }/ m. M% n+ {- S6 W
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。
3 q" n b: o0 L& j% H3 ?, w故而,趁半分闲,炒一碗现饭(方言,意指现成的饭,剩饭的意思)。
% z+ G9 F5 `9 a6 v0 n0 f" A& V) e Contextualization of grammar involves teaching grammar in context , that is embedded in2 d5 ]1 r& Q; s+ Z- Z# ]0 V
meaningful language use for real communicative purposes; grammar that is presented in7 O a' E' L3 {" k8 a6 a
context enhances meaning; contextualized teaching recognizes that meaning changes! q* R; k0 p2 m! u
depending upon the context in which it occurs.! P! S- s0 R, K5 u1 P; h; \5 w9 M5 p
Authenticity of Text and Task—authentic texts and tasks reflect the intention of a real
$ \6 u4 F) G0 s; Ocommunicative purpose for a real audience.
8 ~( R6 Z6 l% \* lProcess—language acquisition (be it first, second, or third...) is an ongoing process that7 @; s( R D/ B. U* A% I$ ]4 }
requires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
" s; C1 P$ {. H' a" {6 ~* r# qnature of this process needs to guide instruction and assessment.
- l7 s( x+ v4 A! Y ]% V' BReflection—both teachers and students need time for deliberate thought, or reflection.) J* r* z7 L: O# g% U
Interaction—learners must use language in meaningful interaction in order to learn it.
6 G, W2 ~0 Y" Y( j8 k& UIntegration—an integrative approach to language teaching sees the connection of languages
5 a5 g( E8 w. i" y/ v/ B9 M7 Q9 ?and cultures to what we do, how we think, and who we are.; \ x/ z6 k8 X9 P" I a; ]
of the four modalities—creating classroom activities that require students to use
; S1 D: }- t5 X2 ~1 Mlanguage within two or more of the four modalities, with attention to how those) S+ M! d9 V1 G. v, X" N
modalities work within the framework of communicative modes, helps to reinforce# o5 Y# a+ ~; d
the concepts being emphasized.
0 A b) h- c$ a/ v" v5 `8 |1 I' k of language and content—language must be integrated with content, be it other
/ Z: p9 b4 f$ u/ _9 ?4 i3 Y. xacademic subject matters or cultural themes. A content-based approach to language2 E- K8 ?5 e! y+ t
teaching emphasizes language use; language structures are emphasized in the. G. z. I6 U M4 \! X
context of that use. Language classrooms must become places where students and
5 A% }9 M* R: {# a- R' a! Fteachers understand themselves as cultural beings and begin to discover the# v/ R u. n, M4 g2 }
complexity of the concept of culture as they view cultures both within and outside, g' l: Y% h' Z) u4 Y k: Y
of the U.S. from a number of perspectives.$ U& |$ }' S0 f M- |: j
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+ g/ T8 b0 r" t( d9 P |