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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.


本文标签: 能力 语言 交际 分析 概念