剑桥第二语言教师教育指南(修订pdf版).pdf

Donald Freeman, Melinda McBee Orzulak, and Gwyme Morrissey 86 CONTENT: MEDIUM: METHODOLOGY: Knowing Knowing Knowing how to About Teach language language language Figure 3 Emergent view - Language knowledge for /in teaching behavior used conventionally, portfolios and other reflective documents may be “fairer” in documenting the contextual and idiosyncratic aspects that make teaching practice effective. Further, what it means to know and to use language is being understood as increasingly complex. Through the lens of emergentist views, language is seen as a dynamic system, which changes and adapts in use (Ellis and Larsen-Freeman 2006). In contrast to conventional grammar-based views, when language is seen as an emerging system, there is no inherent progression or sequential movement toward a target proficiency. Instead, these thinkers argue that as users, learners assemble resources in the moment to act on a particular task and achieve a particular outcome. This view of the unstable and nonstatic nature of language has clear implications for assessment of la