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。
# M, |, d1 S* C. I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。
- n  B, N$ ~3 z/ K% f8 j: g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
( s- T8 q  {& C: K& |context enhances meaning; contextualized teaching recognizes that meaning changes
+ c9 Q4 K5 L+ m8 tdepending upon the context in which it occurs.
Authenticity of Text and Task—authentic texts and tasks reflect the intention of a real
! o" w/ j, v- o! ]* |communicative purpose for a real audience.
: K$ R& C: B3 t7 RProcess—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
* a3 ?, |( o' Y" h; B" l; Pnature of this process needs to guide instruction and assessment.
2 Z6 s9 q* l/ V0 ]( A6 M+ W5 \4 CReflection—both teachers and students need time for deliberate thought, or reflection.
2 M% G7 s$ q0 ZInteraction—learners must use language in meaningful interaction in order to learn it.
Integration—an integrative approach to language teaching sees the connection of languages
0 ^+ v- S- R. r; B$ \and cultures to what we do, how we think, and who we are.
      of the four modalities—creating classroom activities that require students to use
/ }$ }( l( f# |; `. ylanguage within two or more of the four modalities, with attention to how those
9 k1 K. g) ~& q' vmodalities work within the framework of communicative modes, helps to reinforce
the concepts being emphasized.
$ Q; s" P2 K# I- J, U0 s$ M      of language and content—language must be integrated with content, be it other
academic subject matters or cultural themes. A content-based approach to language
0 b  q5 x9 e: e6 \8 _3 w0 qteaching emphasizes language use; language structures are emphasized in the
context of that use. Language classrooms must become places where students and
$ `3 S. s0 h1 p; Fteachers understand themselves as cultural beings and begin to discover the
complexity 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$