语法应该作为语言熟练程度的一个要素，在有意义的交际语境中加以处理.
What?
语法应该作为语言熟练程度的一个要素，在有意义的交际语境中加以处理. Instead of focusing on grammar rules and diagramming sentences, 教师应该引导学生理解语法的功能. 学生学习如何使用这种形式，而不是死记硬背那些可能不适用于不同语境的词形.
Teach Grammar as a Concept in Context
How to approach grammar in language instruction
Why?
Grammar is an important element of communication, 但研究表明，显性语法教学对人们的语言习得影响甚微, comprehension, or writing abilities. 传统的语法教学方法强调直接语法教学，通常鼓励死记硬背, rehearsed use of language. 此外，许多方法并不要求学生理解真实语境中的意思.e., how grammar is actually used in communication. Thinking of grammar in terms of concepts, that is, what is the purpose of using a specific form, what is the meaning expressed through that form, 会拓宽学习者对目标语言的理解和使用吗.
对人类记忆的研究告诉我们，语言习得依赖于两种长期记忆:程序性记忆和陈述性记忆. 程序记忆显示了学习者通过自动处理自然获得的东西, through repetition and practice, as evidenced by the learning of one’s native language. 陈述性记忆是对学习者明确获得和储存的事实和信息的回忆. In order to be most effective, it is important that language development is stored in both memory systems; learners should be expected to learn grammar implicitly through target language use and explicitly through the discovery of grammatical rules through use in meaningful examples.
How?
教学应该使用目标语言，使用具有功能目标和目的的课程.
- During these task-based lessons, 当需要解决知识上的差距以便进行沟通时, 学习者应该在老师的指导下明确地探索语法形式.
- By searching for the correct form in an effort to speak, listen, read, or write effectively, 学习者对语法结构有一种自发的需求，并且有很强的动机立即在上下文中使用语法.
This exploration, discovery, 语法概念的使用能让我们更好地理解语言的功能，从而促进交流.
Find Out More:
Adair-Hauck, B. (1993). 外语教学中全语言/引导式参与式与显性教学策略的描述性分析. Unpublished doctoral dissertation. University of Pittsburgh, PA.
Adair-Hauck, B., & Donato, R. (2002). PACE模式:基于故事的意义和形式的标准语言学习方法. The French Review. 76, 265-296.
Davin, K., & Donato, R. (2013)学生合作与教师主导的课堂动态星际网赌登录:一个互补的配对. Foreign Language Annals, 46(1), 5-22.
Ellis, R. (2002). 语法教学在第二语言/外语课程中的地位. 第二语言课堂语法教学的新视角，17-34.
Glisan, E. (2015). Core Practices Webinars. Alexandria, VA: ACTFL. Access the course here.
Krashen, S. (1981). Second language acquisition and second language learning. Oxford, UK: Oxford University Press.
Leow, R. P. (2009). 输入增强与二语语法发展:研究揭示. 第二语言语法概念:理论方法及其在第二语言课堂中的应用，16-34.
Paradis, M. (2009)第二语言的陈述性和程序性决定因素. Amsterdam: John Benjamins Publishing Co.
VanPatten, B. (1996). 第二语言习得中的输入处理与语法教学. Greenwood Publishing Group.
VanPatten, B., & Cadierno, T. (1993). 输入处理与第二语言习得:教学的作用. The Modern Language Journal, 77(1), 45-57.
Learn More About Guiding Principles
Language learning should be a central part of any curriculum. Here's why:
Opening Statement
ACTFL is committed to providing vision, leadership, 支持高质量的教学和学习，培养下一代全球公民.
Benefits of Language Learning
我们认为，除了英语，所有学生都应该学习或保持至少一门世界语言. 因此，语言学习应该是任何课程的核心部分.
Literacy in Language Learning
当代对读写能力的定义不仅仅包括基本的阅读, writing, listening, and speaking, 在当今媒体和信息丰富的环境中有目的地使用这些技能.
Articulated Sequences in Language Learning
为了使学习者达到最高水平的熟练程度, sequential study over extended periods of time is necessary.
Plan with Backward Design
逆向设计是有效语言教学的核心实践之一，它依赖于对教与学的目的性思考.
Facilitate Target Language Use
The use of target language refers to all that learners say, read, hear, write, 以及学习者对语言的产生和接受, educators, and materials.
Use Authentic Text
互动式阅读和听力理解任务应该使用各种真实的文化文本来设计和执行，并辅以适当的框架和后续任务来促进解释.
Design Communicative Tasks
口头人际交往任务吸引学生的目的是交换信息和想法, meeting one’s needs, 并通过说和听或与他人签署表达和支持意见.
Provide Effective Feedback
对于学习者来说，反馈的作用对于提高语言能力至关重要. 反馈应以多种形式提供，包括形成性、总结性和自我评价.