本文選題：外語(yǔ)能力標(biāo)準(zhǔn) + 歐洲共同綱領(lǐng)��； 參考：《湖南大學(xué)》2013年碩士論文

【摘要】：在世界經(jīng)濟(jì)全球化和文化多元化的全球背景下，以歐洲、美國(guó)、澳大利亞為代表的西方世界對(duì)外語(yǔ)教育教學(xué)的重視不斷增加，因此在90年代中后期開(kāi)始相繼制定了新的外語(yǔ)能力標(biāo)準(zhǔn)。不同于歐美國(guó)家，我國(guó)對(duì)語(yǔ)言能力標(biāo)準(zhǔn)研究起步較晚，國(guó)家漢辦于2007年才推出權(quán)威漢語(yǔ)能力標(biāo)準(zhǔn)。因此本文在新世紀(jì)語(yǔ)言能力標(biāo)準(zhǔn)中選擇出其中最具代表性的四個(gè)外語(yǔ)能力標(biāo)準(zhǔn)—?dú)W盟的《歐洲語(yǔ)言學(xué)習(xí)、教學(xué)和評(píng)估共同綱領(lǐng)》、美國(guó)的《美國(guó)外語(yǔ)教學(xué)委員會(huì)語(yǔ)言能力標(biāo)準(zhǔn)》、澳大利亞的《國(guó)際第二語(yǔ)言水平標(biāo)準(zhǔn)》和我國(guó)《國(guó)際漢語(yǔ)能力標(biāo)準(zhǔn)》進(jìn)行了比較研究，以求多方全面認(rèn)識(shí)以歐、美、澳為典型的西方世界的最新外語(yǔ)能力標(biāo)準(zhǔn)，深層次了解其最新的外語(yǔ)教育理念，進(jìn)而探索全球化背景下語(yǔ)言能力標(biāo)準(zhǔn)建設(shè)的趨勢(shì)來(lái)豐富和發(fā)展我國(guó)的漢語(yǔ)能力標(biāo)準(zhǔn)建設(shè)。 本文通過(guò)對(duì)比分析得出四個(gè)語(yǔ)言標(biāo)準(zhǔn)在對(duì)語(yǔ)言能力定義描述，交際能力描述，交際能力劃分，培養(yǎng)目標(biāo)以及培養(yǎng)途徑等方面的相同點(diǎn)和不同之處。分析發(fā)現(xiàn)四個(gè)語(yǔ)言標(biāo)準(zhǔn)都是置于語(yǔ)言交際能力模式下，進(jìn)而對(duì)外語(yǔ)學(xué)習(xí)者語(yǔ)言能力進(jìn)行描述，強(qiáng)調(diào)語(yǔ)言交際能力的重要地位。此外，本文在比較分析基礎(chǔ)上從任務(wù)型漢語(yǔ)交際能力，陳述性知識(shí)分級(jí)，策略能力描述以及情感因素描述等角度對(duì)未來(lái)漢語(yǔ)能力標(biāo)準(zhǔn)提出了可能的發(fā)展方面，，例如漢語(yǔ)能力標(biāo)準(zhǔn)可參照《歐洲語(yǔ)言學(xué)習(xí)、教學(xué)和評(píng)估共同綱領(lǐng)》對(duì)漢語(yǔ)學(xué)習(xí)策略和漢語(yǔ)語(yǔ)用策略分級(jí)描述，在陳述性知識(shí)方面，漢語(yǔ)能力標(biāo)準(zhǔn)今后應(yīng)加入分級(jí)描述等。最后，本文對(duì)漢語(yǔ)終身學(xué)習(xí)提出了建議。在綜合比較分析基礎(chǔ)上，本文對(duì)當(dāng)今世界代表性語(yǔ)言標(biāo)準(zhǔn)進(jìn)行了深入剖析，對(duì)今后漢語(yǔ)能力標(biāo)準(zhǔn)的發(fā)展和完善提出了可行性建議。
[Abstract]:Under the global background of global economic globalization and cultural diversity, the Western world, represented by Europe, the United States and Australia, is paying more and more attention to foreign language education and teaching. Therefore, in the mid-and late 1990 s, a new foreign language proficiency standard has been established one after another. Different from the European and American countries, the research on the standard of language competence in our country started relatively late, and the Chinese National Office of the people's Republic of China only launched the authoritative standard of Chinese competence in 2007. Therefore, in the new century language proficiency standards, this paper selects four of the most representative foreign language proficiency standards-the European language learning standards of the European Union. A comparative study was carried out on the Common Program of Teaching and Evaluation, the American language proficiency Standards of the American Council of Foreign language Teaching, the International Standards of second language proficiency in Australia and the International Standards of Chinese proficiency in China. In order to gain a comprehensive understanding of the latest foreign language proficiency standards in the western world, typical of Europe, the United States and Australia, and to have a deeper understanding of their latest foreign language education concepts, Then it explores the trend of language proficiency standard construction under the background of globalization to enrich and develop Chinese proficiency standard construction in China. Through comparative analysis, this paper concludes the similarities and differences among the four language standards in terms of the definition and description of language competence, the division of communicative competence, the cultivation goal and the cultivation approach. It is found that the four language standards are all placed in the mode of language communicative competence, and then describe the language competence of foreign language learners and emphasize the important position of language communicative competence. In addition, on the basis of comparative analysis, this paper puts forward the possible development of Chinese competence standards in the future from the perspectives of task-based Chinese communicative competence, declarative knowledge classification, strategic competence description and affective factor description. For example, the Chinese proficiency standard can refer to the Common Program of European language Learning, Teaching and Evaluation to describe Chinese learning strategies and Chinese pragmatic strategies. In terms of declarative knowledge, Chinese proficiency standards should include hierarchical description in the future. Finally, this paper puts forward some suggestions for Chinese lifelong learning. On the basis of comprehensive comparative analysis, this paper makes a thorough analysis of the current world representative language standards, and puts forward some feasible suggestions for the development and improvement of Chinese proficiency standards in the future.
【學(xué)位授予單位】：湖南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類(lèi)號(hào)】：H195

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