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2024年4月12日发(作者：高级语言和低级语言)
语言能力的概念解析
摘要:语言能力是个广泛的概念,包括很多深层的因素. 语言能
力是语言表达能力,交际能力,分析能力的综合体. 因此,无论是语
言学习还是语言教学都应该全方位多角度培养综合的语言能力.
关键词: 语言能力交际能力分析能力
language proficiency is generally considered to be composed
of underlying abilities, knowledge
systems, and skills (chomsky, 1980; hymes, 1972; oller,
1979;cited in rivera,1984, p. 29).the concept of language
proficiency should be taken into account in the
broadercontext of real-life language use. hence clark gives
the definition of language proficiency as follows: language
proficiency is one’s ability to receive or transmit
information in a certain language for some practical purpose
in a real-life setting (brindley, 1986, p.6). personally
speaking, i prefer the viewpoint above and have some
supplements of my own. in my opinion, language proficiency
is made up of a number of different factors which are closely
related to one another and shouldn’t be separated as far as
the concept is concerned.
components of language proficiency
the components of a person’s language proficiency should
be linguistic competence, communicative competence, and
analytic competence (bruner, 1975, cited in rivera, p.29).
the first component of language proficiency is related to
linguistic competence, which is the fundamental competence
of language proficiency. language proficiency can be defined
as mastery of the language code (brindley, 1986, p.11).that
is to say, linguistic competence covers one’s linguistic
basis such as vocabulary and grammar. this competence is
supposed to achieve at the early stage of one’s language study
and to some extent it determines the other two components of
his or her language proficiency. vividly speaking, linguistic
competence can be compared to the bricks when a building is
constructed, without which it is impossible to complete the
construction task.
the second component of language competence is the
communicative competence, which is defined as the
relationship between linguistic competence in terms of
grammatical competence or understanding of the rules of
grammar and sociolinguistic competence (brindley, 1986, p.
4). that is to say, it is not enough for a language learner
only to memorize the basic grammar rules. language itself is
something that is supposed to be applied in communication.
remembering vocabulary and grammatical knowledge without
using freely in reality is meaningless in language learning.
the third component of language competence is analytic
competence. to some extent, it is the combination of a person’
s sociolinguistic competence and strategic competence, which
were originally put forward by canale and
swain.(brindley,1986,p.11). in my opinion, this component of
language competence refers to a person’s analytic ability
to apply language appropriately in certain socio-cultural
context by using the verbal and non-verbal communicative
strategies.(brindley,1986, p.11).
conclusion
the concept of language proficiency should be considered
in a broader and multi-dimentional context of real-life
language use and this kind of explanation is also the starting
point of the transformation from traditional grammar-based
language teaching to communicative language teaching
(brindley, 1986, p. 5). on one hand, as for teachers, this
kind of concept of language proficiency can help them
emphasize on communication skills in their language teaching
and arouse their awareness of developing students’
sociolinguistic and discourse competencies in addition to
their grammatical competence (harley,1990, pp.9-10). on the
other hand, to the students,the concept of language
proficiency above helps them realize the importance of being
able to use the language appropriately in different contexts
and organizing their thoughts through language as well
(harley,1990, p.7).
reference
brindley,g.(1986).the assessment of second language
proficoency: issues and approaches. australia: national
curriculum resource centre.
harley,b.&allen,p.&commins,j.&swain,m.(eds.).(1990).the
development of second language dge:
cambridge university press.
rivera,c.(ed.).(1984). language proficiency and academic
achievement. england: mutilingual matters ltd.
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