本文選題：外語能力標準 + 歐洲共同綱領　； 參考：《湖南大學》2013年碩士論文

【摘要】：在世界經(jīng)濟全球化和文化多元化的全球背景下，以歐洲、美國、澳大利亞為代表的西方世界對外語教育教學的重視不斷增加，因此在90年代中后期開始相繼制定了新的外語能力標準。不同于歐美國家，我國對語言能力標準研究起步較晚，國家漢辦于2007年才推出權(quán)威漢語能力標準。因此本文在新世紀語言能力標準中選擇出其中最具代表性的四個外語能力標準—歐盟的《歐洲語言學習、教學和評估共同綱領》、美國的《美國外語教學委員會語言能力標準》、澳大利亞的《國際第二語言水平標準》和我國《國際漢語能力標準》進行了比較研究，以求多方全面認識以歐、美、澳為典型的西方世界的最新外語能力標準，深層次了解其最新的外語教育理念，進而探索全球化背景下語言能力標準建設的趨勢來豐富和發(fā)展我國的漢語能力標準建設。 本文通過對比分析得出四個語言標準在對語言能力定義描述，交際能力描述，交際能力劃分，培養(yǎng)目標以及培養(yǎng)途徑等方面的相同點和不同之處。分析發(fā)現(xiàn)四個語言標準都是置于語言交際能力模式下，進而對外語學習者語言能力進行描述，強調(diào)語言交際能力的重要地位。此外，本文在比較分析基礎上從任務型漢語交際能力，陳述性知識分級，策略能力描述以及情感因素描述等角度對未來漢語能力標準提出了可能的發(fā)展方面，，例如漢語能力標準可參照《歐洲語言學習、教學和評估共同綱領》對漢語學習策略和漢語語用策略分級描述，在陳述性知識方面，漢語能力標準今后應加入分級描述等。最后，本文對漢語終身學習提出了建議。在綜合比較分析基礎上，本文對當今世界代表性語言標準進行了深入剖析，對今后漢語能力標準的發(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.
【學位授予單位】：湖南大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：H195

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