如何?
“在各州的标准中,读写能力通常被分为四种技能(阅读), 写作, 听力和口语), and language (being attentive to the conventions of the language, using increasingly precise vocabulary, and understanding how language functions). 世界语言学习准备标准通过强调交流背后的目的来支持这些相同的要素”(国家标准合作委员会), 2015, p. 47). 在某些情况下, 听 may be done to understand a message that is 听到d, 读, 或查看 (Interpretive Communication). 在其他情况下,听和说结合起来进行人际沟通. 同样的, 写作 may be to create a message that is written, 口语, or through media (Presentational Communication). Sometimes 写作 is combined with 阅读, and emphases the exchange of Interpersonal Communication—as in text messaging. “很明显, different means are required to develop, 实践, and assess these skills depending on the communicative purpose behind them. 以这种方式, 交流模式为培养学习者的第一或第二语言的读写能力提供了额外的见解”(国家标准合作委员会), 2015, p. 47).
Through access to authentic literature from another language and culture, 学习者从文化的作者那里体验和理解内容和风格. 他们通过接触各种可能或可能不熟悉的文本类型来获得理解技能和解释能力.
学习者的第一语言读写策略(听力)对这三种交流模式的熟练程度发展都有很大的影响, 说话, 阅读, 写作, 使用媒体). Through working with and strengthening those strategies, learners are able to develop stronger literacy in both languages. Second language learners use all means possible to make meaning; gaining awareness of the strategies used to make and express meaning in a second language strengthens learners’ first language strategies. The key question around literacy is to analyze what the author, 演讲者, or producer of the media wants the 读er, 侦听器, or viewer to understand or do. 通过解释和积极比较语言和文化系统以及它们之间的联系, students develop valuable literacy skills.
Critical literacy strategies include the means to access and analyze information, 利用技术, evaluate messages from a wide variety of media, apply creativity to express and analyze messages, 运用批判性思维. 这些和其他21世纪的技能在语言教学中被强调,这是由世界准备标准指导的.
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ACTFL: http://scholarlycommons.kelseygrill.net/center-assessment-research-and-development/what-th...
ACTFL: http://scholarlycommons.kelseygrill.net/learn/languages-and-literacy
卡尔,C.G. (1994). 基于基本技能综合测验三个子测试的中学外语学习对语言成绩的影响[摘要]. Dissertation Abstracts International -A 55(07), 1856.
Kern R., & 舒尔茨J. (2005). 超越口语:研究第二语言和外语教学中的读写和文学. The Modern Language Journal, 89(3), 381-392.
Merisuo-Storm T. (2007). 双语教育中小学生外语学习态度与读写能力培养. 教学 and Teacher Education, 23(2), 226-235.
National Governors Association Center for Best Practices, Council of Chief State School Officers (CCSSO). (2010). 英语语言艺术和历史/社会研究的读写能力的共同核心国家标准, 科学, 和技术科目. 华盛顿特区:作家. (见: www.corestandards.组织; also, see each state’s standards for English Language Arts)
The National Standards Collaborative Board. (2015). World-读iness standards for learning languages. 亚历山大,弗吉尼亚州:作家. (见: http://standards4languages.org )
Warford, M., & 白色,W. (2012). 重新连接能力, literacy and culture: From theory to 实践, 外语年鉴, 45(3), 400-414.