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

: ]1 }2 `6 A% P6 _! y. x; |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。
! ?* a$ ?3 p* @" g' 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。
, \* b. G& t  f2 u2 Q故而，趁半分闲，炒一碗现饭（方言，意指现成的饭，剩饭的意思）。

Contextualization of grammar involves teaching grammar in context , that is embedded in
7 b/ Z0 r. V8 l" U- y% d* Omeaningful language use for real communicative purposes; grammar that is presented in
context enhances meaning; contextualized teaching recognizes that meaning changes
4 ^5 C. Y0 w! D8 n  Udepending upon the context in which it occurs.
! i3 C  p2 W7 J$ DAuthenticity 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
requires a great deal of time, patience, thought, effort, and encouragement. Recognition of the
4 v% x: P5 I* K% M5 U5 F* Enature of this process needs to guide instruction and assessment.
: h7 |: j3 r4 x% j; c! J& l. EReflection—both teachers and students need time for deliberate thought, or reflection.
: O# W& F- e9 m  O6 IInteraction—learners must use language in meaningful interaction in order to learn it.
9 j- J) s5 Y* B8 CIntegration—an integrative approach to language teaching sees the connection of languages
and cultures to what we do, how we think, and who we are.
1 q. u: U% n4 g, q+ r+ U& ^0 T      of the four modalities—creating classroom activities that require students to use
0 z4 \) [7 o, Q' X  {; R! Klanguage within two or more of the four modalities, with attention to how those
9 O; I4 c; b" v/ G, R$ B0 Q: Dmodalities work within the framework of communicative modes, helps to reinforce
the concepts being emphasized.
: I$ `* F. Z' |2 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
teaching emphasizes language use; language structures are emphasized in the
context of that use. Language classrooms must become places where students and
/ k. k$ x- ~! h4 }+ J7 Xteachers understand themselves as cultural beings and begin to discover the
; r2 r. w' |  y) D. m) }complexity of the concept of culture as they view cultures both within and outside
$ S6 G; {5 y6 {4 l* uof the U.S. from a number of perspectives.


/ |& M2 I5 X5 F5 q- X# D* {7 ]& ~

语境、真实、过程、反思、互动、整合$