欧、美、澳的语言能力量表与国际汉语能力标准的对比研究

发布时间：2018-05-15 21:10

本文选题：外语能力标准 + 欧洲共同纲领　；参考：《湖南大学》2013年硕士论文

【摘要】：在世界经济全球化和文化多元化的全球背景下，以欧洲、美国、澳大利亚为代表的西方世界对外语教育教学的重视不断增加，因此在90年代中后期开始相继制定了新的外语能力标准。不同于欧美国家，我国对语言能力标准研究起步较晚，国家汉办于2007年才推出权威汉语能力标准。因此本文在新世纪语言能力标准中选择出其中最具代表性的四个外语能力标准—欧盟的《欧洲语言学习、教学和评估共同纲领》、美国的《美国外语教学委员会语言能力标准》、澳大利亚的《国际第二语言水平标准》和我国《国际汉语能力标准》进行了比较研究，以求多方全面认识以欧、美、澳为典型的西方世界的最新外语能力标准，深层次了解其最新的外语教育理念，进而探索全球化背景下语言能力标准建设的趋势来丰富和发展我国的汉语能力标准建设。本文通过对比分析得出四个语言标准在对语言能力定义描述，交际能力描述，交际能力划分，培养目标以及培养途径等方面的相同点和不同之处。分析发现四个语言标准都是置于语言交际能力模式下，进而对外语学习者语言能力进行描述，强调语言交际能力的重要地位。此外，本文在比较分析基础上从任务型汉语交际能力，陈述性知识分级，策略能力描述以及情感因素描述等角度对未来汉语能力标准提出了可能的发展方面，，例如汉语能力标准可参照《欧洲语言学习、教学和评估共同纲领》对汉语学习策略和汉语语用策略分级描述，在陈述性知识方面，汉语能力标准今后应加入分级描述等。最后，本文对汉语终身学习提出了建议。在综合比较分析基础上，本文对当今世界代表性语言标准进行了深入剖析，对今后汉语能力标准的发展和完善提出了可行性建议。
[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.
【学位授予单位】：湖南大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：H195

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