Target language use encompasses all the ways the learner uses language
The use of target language refers to all that learners say, read, hear, write, and view – production and reception of language on the part of learners, educators, and materials.
The use of target language refers to all that learners say, read, hear, write, and view – production and reception of language on the part of learners, educators, and materials. ACTFL建议，除了完全使用目标语言的沉浸式课程模式外，90%或更多的课堂时间通过目标语言进行学习. 目标是让学生沉浸在目标语言中，除非有特殊的理由不使用目标语言.
第二语言习得研究表明，学习者需要尽可能多地接触目标语言才能习得语言. Learners need to be actively engaged with the target language. Just like learning to ride a bike or any other important skill, learning is best achieved by doing. For many learners, 在我们的课堂上，宝贵的几分钟是他们一天中体验目标语言的唯一机会. 我们必须为他们提供一个语言丰富的环境，为他们在现实世界中的成功做好准备，从而最大限度地提高他们的曝光率. Likewise, if the goal is for learners to have the proficiency to survive and thrive in the target culture, whether it be in our neighborhoods or across the ocean, then authentic target language experiences and materials must be provided.
When language proficiency is the goal of a program, instruction needs to occur in a language-rich environment. The language rich environment includes everything that the learners encounter: what the instructor says and uses; what is read and viewed; what learners access or produce; and online resources whether websites or videochats. When possible, the language-rich environment may also include authentic texts and realia around the classroom.
Learners comprehension needs a beginning context, which may be provided through gestures, visuals, objects, connections with prior learning or experiences. When introducing students to the family, for example, teachers might point to pictures of various families from the target culture and describe. When students are supposed to write their names or fill out a certain part of a paper, the teacher models this with an actual or projected version. If students are to answer questions about their favorite sport, 老师可能会有一个投影或打印出来的讲义，上面有各种各样的选择，用图片来描述，这样他/她就可以经常指出并重复这些选择，让学生们回答. When asking a yes/no question, the teacher might scaffold with a simple “thumbs up/thumbs down” as he/she repeats “yes or no?” All of these scaffolds assist students in being comfortable and successful in a target language classroom.
初学者和中级熟练程度的学习者需要支持来大致理解所听到的内容, read, or viewed before digging in to figure out details or nuances. Whether listening. reading, or viewing, learners need a strong context, may need supporting visuals, and need a focused task such as finding out what is new information or figuring out the main idea. Meaning needs to precede form as the basis for comprehension: before looking at letters or characters, before looking for clues in grammatical forms or word order, before trying to figure out details, learners should search for overall meaning.
Learners benefit from showing their understanding frequently. 频繁的理解检查有助于学习者感到他们的努力是有价值的，并了解他们需要改进的地方. They also give teachers necessary data to adjust instruction.理解力测试的例子包括举起一根或两根手指来表示他们对问题的答案, writing responses on individual white boards, holding up the correct flashcard to match a statement, arranging a set of visuals to show comprehension, using an online response tool, selecting the best summary sentence from among several options, or having students correct their own work using a teacher-provided marker.
Educators introduce, model, practice, and encourage learners to use key phrases in order to negotiate meaning. Initially, this might be phrases such as “Really? Me too!” or “Wow! Cool!” Then, 学习者可能会把他们的评论扩展到“我也喜欢它，因为……”或“我同意，因为我也……”然后教育者可能会鼓励学习者使用诸如“that means almost same as ___”这样的短语来讨论新单词.” During an interpersonal activity, 学习者可能需要某些短语使他们的互动更自然，教育者可以提供这些, 将关键短语添加到物理或虚拟的“单词墙”上，供学习者在以后的语言活动中使用.
Asking simple yes/no questions keeps learners at the Novice level, since the natural response is not more than a single word. Educators need to carefully consider how they are expanding the types of questions, prompts, 以及他们正在建模的描述，以确定他们如何引导学习者达到更高的表现水平. One step is simply to ask learners to add more details by adding who, what, where, when, how, and even why to a basic question. As learners practice asking such questions in interpersonal tasks, they help each other improve and expand their language over time.
It is important for learners to realize from the beginning that they can respond in the target language, albeit simply at the word-level or with comprehensive gestures. 这可以得到教育工作者的支持，通过使用视觉效果和重复的短语提供大量的选择，这些选择可以很容易地修改. As confidence builds, learners should be encouraged to mix and match their language chunks to create their own messages. 将所学的词汇和/或结构应用于新语境的学习者正在开始从初学者过渡到中级学习者.
To maintain target language use by both educator and learners, teach learners phrases needed to ask for help or clarification in the target language (What? Huh? What do you mean by ___? How do you say ____? I don’t understand. Can you repeat that?). These learning aids, as well as other common classroom phrases, 可以贴在“单词墙”上，或者印在可以给学习者的列表上，甚至贴在桌子上.
同样重要的是，在教学中做出谨慎的决定，决定何时不使用目标语言(将目标语言控制在学生所说内容的10%或更少), hear, read, write, or view), 在师生之间的私人交流中，我们可以将其留作更深层次的理解, for reflection on the learning process or for explaining deeper understanding on an assessment. English is reserved for very strategic purposes, 例如解释为什么这种方法是值得的，以及学习者在这门课上应该期待什么(不是每个单词都知道), but being able to guess at the meaning and show understanding in a variety of ways), to briefly explain a concept that would take too long to act out or demonstrate, or to allow for brief processing of an idea (e.g., from all the examples you have heard and used, discuss with a partner how you think Spanish expresses possession). English should not be an easy default choice – otherwise, learners simply wait to hear words given in English. When people are in a country where only the target language is heard or visible, learners from these immersion settings are the ones who will be comfortable figuring out a sign, understanding a store clerk, ordering in a restaurant because they have worked to “make meaning” in their classroom setting.
Note: In Classical Languages, the instructional focus is on the interpretive mode; however, 人际对话和陈述性写作任务培养了寻找“主旨”和“块”思考的流畅性，而不是一次读或写一个词.
In immersion programs, 最大化可理解输入的目标是相同的，但上下文不同，L1的包含取决于所使用的模型(e).g., 90/10, 80/20, or 50/50 models) and often increases over time (again – for pedagogical reasons, 例如引入英语语言艺术或为科学和数学内容/概念提供英语词汇练习，为国家考试做准备).
Find Out More:
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford, UK: Pergamon.
Long, M. (1981). Input, interaction, and second-language acquisition. Annals of the New York Academy of Sciences, 379, 259-278.
Polio, C. G., & Duff, P. A. (1994). 大学外语课堂教师的语言使用:英语与目的语交替的定性分析. The Modern Language Journal, 78(3), 313-326.
Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125-144). Oxford, UK: Oxford University Press.
Turnbull, M., & Arnett, K. (2002). Teachers’ uses of the target and first languages in second and foreign language classrooms. Annual review of applied linguistics, 22, 204-218.
Vygotsky, L. S. (1986). Thought and language, Revised edition. Alex Kozulin, Ed. Cambridge, MA: The Massachusetts Institute of Technology Press.
Further web-based resources include:
Ohio Department of Education
这个链接包含了许多其他文章的子链接，这些文章解释了如何在语言课堂上使用这个核心练习: http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Stand...
Foreign Language Annals (access is available through ACTFL website): http://mail.ufa778.net/publications/all/foreign-language-annals
The Language Educator had a focus issue on comprehensible input and output (see October/November 2014, 9:5), available at ACTFL website: http://mail.ufa778.net/publications/all/the-language-educator
Language learning should be a central part of any curriculum. Here's why:
ACTFL is committed to providing vision, leadership, and support for quality teaching and learning to prepare the next generation of global citizens.
We believe that all students should learn or maintain at least one world language in addition to English. Therefore, language learning should be a central part of any curriculum.
Contemporary definitions of literacy include more than basic reading, writing, listening, and speaking, adding the purposeful uses of these skills in today’s media- and information-rich environment.
In order for learners to achieve the highest level of proficiency possible, sequential study over extended periods of time is necessary.
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.
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.
Oral interpersonal communication tasks engage students for the purpose of exchanging information and ideas, meeting one’s needs, and expressing and supporting opinions through speaking and listening or signing with others.
Grammar should be addressed within meaningful communicative contexts as one element of language proficiency.
The role of feedback for learners is critical in advancing language proficiency. Feedback should be provided in multiple forms including formative, summative and self-assessment.