论文部分内容阅读
在第二语言学习的研究中,有两个重要的概念,一个是Linguistic Competence,另一个是Communicative Competence。20世纪60年代起,语言能力与交际能力的概念及其范围逐渐广为人们接受,特别是交际能力作为了衡量第二语言水平的标准。当学习者对第二语言的掌握达到一定程度时,双语能力这一概念也日渐凸显出来。首先需要对这三概念提出的背景、理论依据,具体表现进行阐述,进而探求这三个概念之间的关系。从语言研究上,语言能力、交际能力一般是在一种语言内部的探讨,多是探讨第二语言的学习,双语能力一般是在至少两种语言间进行探讨;从位属关系上,语言能力、交际能力是实现双语能力的前提和基础,双语能力是对语言能力、交际能力的深化;从教学要求上,对双语能力的要求要高于语言能力与交际能力,进而针对三个概念的提出,阐述和分析了进行第二语言教学的启示。
In the study of second language learning, there are two important concepts, one is Linguistic Competence, the other is Communicative Competence. Since the 1960s, the concept and scope of language ability and communicative competence has gradually become widely accepted, especially communicative competence as a measure of second language proficiency. As learners reach a certain level of mastery of their second language, the concept of bilingualism has also become increasingly prominent. First of all, we need to elaborate on the background, theoretical basis and specific performance of these three concepts, and then explore the relationship between these three concepts. From the aspect of language study, language ability and communicative competence are generally discussed in one language, mostly in the study of second language. Bilingual ability is generally discussed in at least two languages. In terms of the positional relationship, the language ability , Communicative competence is the precondition and basis for achieving bilingual ability, bilingual ability is the deepening of the language ability and communicative competence; from the teaching requirement, the requirement for bilingual ability is higher than the language ability and communicative competence, and then according to the three concepts put forward , Elaborates and analyzes the enlightenment of conducting second language teaching.