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
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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。
6 o. V4 N2 c$ T( ~: T; M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 B& T7 g9 ^9 o) b( n. O故而，趁半分闲，炒一碗现饭（方言，意指现成的饭，剩饭的意思）。
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Contextualization of grammar involves teaching grammar in context , that is embedded in
meaningful language use for real communicative purposes; grammar that is presented in
context enhances meaning; contextualized teaching recognizes that meaning changes
' F! m- ^  n& l; r0 ydepending upon the context in which it occurs.
Authenticity of Text and Task—authentic texts and tasks reflect the intention of a real
communicative purpose for a real audience.
Process—language acquisition (be it first, second, or third...) is an ongoing process that
8 Z0 C1 J7 O8 T0 vrequires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
! X- S7 s" j1 B. m  hnature of this process needs to guide instruction and assessment.
Reflection—both teachers and students need time for deliberate thought, or reflection.
  A  I( S' v5 J+ V* T1 DInteraction—learners must use language in meaningful interaction in order to learn it.
Integration—an integrative approach to language teaching sees the connection of languages
# b: r* {, E) ~; _7 @( ]0 u  ^+ Gand cultures to what we do, how we think, and who we are.
      of the four modalities—creating classroom activities that require students to use
" M# w" c5 k: V$ @* s% mlanguage within two or more of the four modalities, with attention to how those
- E% J2 l7 @  u* Emodalities work within the framework of communicative modes, helps to reinforce
3 j. C- _6 T8 ?4 l( B5 Ithe concepts being emphasized.
      of language and content—language must be integrated with content, be it other
4 j1 T* `1 }: s- ]7 K6 g6 B5 K7 oacademic subject matters or cultural themes. A content-based approach to language
* i5 @3 R/ x; h6 D; x" mteaching emphasizes language use; language structures are emphasized in the
context of that use. Language classrooms must become places where students and
teachers understand themselves as cultural beings and begin to discover the
7 p0 ], G' G0 Y$ j; acomplexity 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$