为什么?
Authentic materials provide real-life examples of language used in everyday situations. 它们可以用来增加学习者的兴趣. They can serve as a reminder to learners that there is an entire population who use the target language in their everyday lives. Authentic materials can provide information about the target culture and provide that culture’s perspective on an issue or event. The rich language found in authentic materials provides a source of input language learners need for acquisition.
如何?
The interpretive mode is receptive communication and the learner must negotiate meaning with the document itself. 因为读者, 查看器, or listener is using both content and context to interpret and comprehend what they are 读ing, 查看, 或者听, learners benefit from making meaning from authentic cultural texts of various kinds with appropriate scaffolding and follow-up tasks that promote accurate interpretation.
- 选择真实的文本
- 上下文适当
- 适当的年龄
- fit the students’ linguistic level (with scaffolding as necessary)
- Tailor the task to the proficiency level of the student (use the same text but change what you ask learners at each level to do with the text)
- 给学生机会让他们理解文章的意思
- 帮助学习者运用背景知识, 上下文线索, and interpretive strategies (many times the ones acquired in their first language) to construct meaning
- Comprehension tasks might be done in the learners’ first language if students are able to comprehend more than they can say. This is a limited use of first language in order for students to demonstrate their comprehension
- Since the purpose of interpretive tasks is to assess learners’ ability to deal with language that may be new for them in an authentic text, glossing or translating new words and expressions in the text should be avoided, as well as translation activities that do not demonstrate interpretation abilities. 在真实情境中, 学生将得不到这样的帮助, but use any strategy possible to make meaning to accomplish their purpose in the interpretive task
- 给学生反馈的时候, they should have an opportunity to analyze their interpretation of the text so that they can see how well their strategies work. This involves examining the evidence that was used to make their conclusions about meaning or to verify an inference.
了解更多:
Adair-Hauck B.格里桑，E. W., & 焚身,F. J. (2013). 实施综合绩效星际网赌登录. 亚历山大，弗吉尼亚州:ACTFL.
Glisan E. (2015). 核心实践网络研讨会. 亚历山大，弗吉尼亚州:ACTFL. 访问: http://www.pathlms.com/actfl/courses/2074
国家标准合作委员会. (2015). 学习语言的世界准备标准. 亚历山大，弗吉尼亚州:作家. (见: http://standards4languages.org)
