语言教学的基本概念 H.H.Stern.ppt

* * * Approaches to second language proficiency ★Theoretical conceptions ★Rating scales ★Standardized tests ★Interlanguage studies Ⅰ.Theoretically-based conceptions of proficiency Proficiency as linguistic content(P347. the last but one paragragh) ★1970→phonology, vocabulary and grammar ★More recent→include semantic, discouse and sociolinguistic features ★Richards→besides grammatical well-formedness, speech act rules, language functions and language varieties. ★Today→proficiency is expressed in communicative and not merely linguistic terms ★Canale and Swain→emphasize the grammatical component can’t be ignored (b) More psychological or behavioural (P347. the last paragragh ) ★Proficiency as competence or proficiency described more concretely as language activities in the familiar terms of “skills” intralingual skills→listening, speaking, reading and writing crosslingual/mediating skills→interpreting and translating ★Canale and Swain→proficiency has been interpreted as communicative competence (P349. the 2nd paragragh, the 2nd sentence, and the 3rd paragragh ) Communicative competence： ①grammatical competence→is analogous to our mastery of forms and meanings ②socialinguistic competence→to capacity to communicate ③strategic competence→to aspects covered under creativity ★The Council of Europe’s Threshold Level (P349. the 4th paragragh) By contrast, Threshold Level defined proficiency in the concrete details of a syllabus of items useful for specified groups of learners. ★ Skills / (c) Combines behavioural and linguistic content categories ★Carroll’s version is that a proficiency scheme which cross-tabulated language skills with language aspects (P349. the last but one pargragh) ★The claim of such a scheme is that performance abilities can be tested and thus give empirical proof of specific competences. (P349. the last but one pargragh, the 9th line ) Oller suggests that profic