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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 I. P2 y V1 r) h% _9 d" s* I语言教学的六个基本概念:语境、真实、过程、反思、互动、整合7 u" ~( E# o0 D% N2 @" |
' I! t1 }" g4 x( L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。
& J$ b0 @' O8 }7 j# R* d. P3 a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。
% z. ?: S& c% 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)。 6 y' _$ g$ G. q3 @5 u+ U. ?& P+ F
Contextualization of grammar involves teaching grammar in context , that is embedded in
W3 b y( z, T% Fmeaningful language use for real communicative purposes; grammar that is presented in
+ b* R6 P+ f6 s& b6 D1 p0 ucontext enhances meaning; contextualized teaching recognizes that meaning changes5 b5 P! k* Y2 x7 U
depending upon the context in which it occurs.
( U0 p2 |' P& F y/ s& Z' QAuthenticity of Text and Task—authentic texts and tasks reflect the intention of a real d, C) ]) X/ o
communicative purpose for a real audience.
, s- T" G2 I7 I4 e" x0 \# RProcess—language acquisition (be it first, second, or third...) is an ongoing process that
7 }5 n6 U1 p A2 Mrequires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
/ l& p) L1 d2 `& d; Pnature of this process needs to guide instruction and assessment.
! q+ M6 b) g8 K% F* C rReflection—both teachers and students need time for deliberate thought, or reflection.* ?# X/ D$ r% H& L0 I' D
Interaction—learners must use language in meaningful interaction in order to learn it.
! Z. p. V2 i, ?7 F! A) p( B. JIntegration—an integrative approach to language teaching sees the connection of languages: ?4 t5 W, J( `/ _$ Y$ _
and cultures to what we do, how we think, and who we are.) d0 @% \) h) e% h
of the four modalities—creating classroom activities that require students to use
; P5 P+ L3 L2 v olanguage within two or more of the four modalities, with attention to how those6 J( Z' k7 ~% o. T' ^
modalities work within the framework of communicative modes, helps to reinforce: U6 {1 m( l/ \, R* ~, n
the concepts being emphasized.' R! @3 E. K+ C6 w; A; m& V7 B
of language and content—language must be integrated with content, be it other
/ B5 k2 }9 b, T* A" E8 W9 Pacademic subject matters or cultural themes. A content-based approach to language
: x6 ~, _7 b+ M' C3 {3 P4 P2 m3 _teaching emphasizes language use; language structures are emphasized in the
1 z# d& P- Y8 k6 t5 C( D" d+ vcontext of that use. Language classrooms must become places where students and8 S5 @2 v4 P6 U: [2 @! n! n
teachers understand themselves as cultural beings and begin to discover the
2 \0 C# @1 I' b2 H' Ycomplexity of the concept of culture as they view cultures both within and outside
: {% w. J1 G6 r; o3 e, h6 G1 g. r, ?of the U.S. from a number of perspectives.1 p- m7 D, s; P- v
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