The importance of concept checking(25183)-英语教育-(45)-21英语网

　　教师在课堂上讲解语言知识点时，需要设置概念问题，以检查学生对某个语言表达方式的概念理解。概念问题可穿插于课堂讲授的任何环节，以帮助学生充分掌握语言的结构、功能和意义。

　　IN a language focus lesson, analysis of the target language normally consists of two stages, known as highlighting and concept checking. Highlighting is taking the model sentence and showing or eliciting what the problems are in terms of form, function, and phonology. Concept checking is checking the understanding of difficult aspects of the structure in terms of function and meaning. Concept checking is vital, since learners must fully understand the structure before any intensive practice of form and phonology. Steve Darn and Ian White, two English teachers at Izmir University of Economics, Turkey, offer some ways of checking understanding.

　　Concept checking is normally achieved by the use of a set of questions designed to ensure comprehension of the target language, raise awareness of its problems and to indicate to the teacher that the learners have fully understood. Here are some basic tips for good concept questions.

　　First, make sure the questions are simple and that no difficult language is required to answer the question. Yes/no questions, either/or questions and simple"wh"questions are particularly effective. Second, don't use the new grammar and unfamiliar vocabulary in the questions. Third, use as many questions as possible to check various aspects of the language.

　　One way of constructing concept questions is by writing a sentence containing all the elements of the concept, from which questions can be formed. This is a useful method when distinguishing between two functions of the same structure.

　　Example 1: He's been eating garlic. (Concept: He isn't eating garlic now, and I didn't see him eating it, but I know he was eating garlic because I can smell it.)

　　Example 2: Harry's been working here for two years. (Concept: He started working here two years ago, he's still working here, and he'll probably continue working here.)

　　The value of concept questions should not be underestimated, but many teachers either forget to use them or find them difficult to construct. Teachers are often satisfied that the learners "seem to understand" on the basis of their performance in practice exercises.

　　Concept questions are particularly valuable after the presentation and explanation of an item, and may be asked at any stage during a lesson. They are valuable after guided practice, particularly if the learners seem not to have grasped the target language fully, and at the end of a lesson, as a final check and review.

　　Concept questions are particularly valuable where a concept does not exist or is different in the mother tongue (e.g. the perfect aspect, ways of expressing the future), and where a language item is culturally loaded as in the case of the word "subway"which has very different meanings in British and American English. In such cases, concept questions often form part of the initial teaching process.