汉语能力标准与欧洲及加拿大语言能力标准比较研究
发布时间：2022-01-10 06:33
随着当今世界全球化,西方世界愈发重视国内外语教育,特别是欧洲和北美各国。90年代后期,为培养民众的外语能力,各国纷纷制定了新的外语能力标准。本文选取了两个具有代表性的、公认的外语能力标准《欧洲语言学习、教学和评估共同纲领》和《加拿大语言标准2000》,并对两个量表进行了对比研究,以求深入了解其最新的外语教育理念。当前全世界的“汉语热”和我国汉语国际推广的语言政策要求我国的汉语能力标准建设进一步完善。2007年,国家汉办发布了《国际汉语能力标准》。该标准是否适应当前国际外语能力标准的发展趋势是一个非常急迫的问题。本文结合Bachman的语言交际能力理论,从语言知识能力、语篇能力、语言功能能力、社会语言能力和策略能力五个方面分析了《国际汉语能力标准》。分析表明《国际汉语能力标准》强调了交际语言能力的核心,即学习者使用汉语进行交际的能力,但是对于对语言知识能力、策略能力以及社会语言能力的描述有待进一步补充说明。此外,本文重点将《欧洲语言学习、教学与评估共同纲领》、《加拿大语言标准2000》和《国际汉语能力标准》进行对比研究,结果表明《国际汉语能力标准》与其他两个标准一样,旨在培养学习者在交际...
【文章来源】：湖南大学湖南省 211工程院校 985工程院校 教育部直属院校
【文章页数】：64 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
List of Table
Abbreviations
Chapter 1 Introduction
1.1 General Research Background
1.1.1 Development of International Language Proficiency Standards
1.1.2 New Requirements of Chinese Language Proficiency Standard
1.2 Research Methods, Purpose and Significance
1.2.1 Research Methods and Purpose
1.2.2 Research Significance
1.3 Organization of the Thesis
Chapter 2 Literature Review
2.1 Development of Communicative Competence Theories
2.2 Communicative Language Ability Model
2.3 The Influence of CLA to Teaching Chinese as a Foreign Language
Chapter 3 International Language Proficiency Standards
3.1 Common European Framework of Reference for Languages: learning, teaching, assessment
3.1.1 Main Content of CEFR
3.1.2 Core Framework of CEFR
3.2 Canadian Language Benchmarks
3.2.1 Main Content of CLB
3.2.2 Core Content of CLB
Chapter 4 Comparison Study of CEFR and CLB
4.1 Language Proficiency in CEFR and CLB
4.1.1 Description of language proficiency
4.1.2 Description of Communicative Competence
4.1.3 Comparison and Analysis
4.2 Other competences in CEFR and CLB
4.2.1 General Competences
4.2.2 Culture Element
Chapter 5 Chinese Language Proficiency Scales for Speakers of Other Languages
5.1 Aims of the Scales
5.2 Principle of the Scales
5.3 Framework and Content
5.4 Learner’s Language Proficiency
5.5 Analysis of the Scales Based on Communicative Proficiency of Chinese as a Foreign Language
Chapter 6 Comparison Study of CEFR, CLB and the Scales
Chapter 7 Conclusion
7.1 Summary of the Research
7.2 Limitations
References
Appendix A 详细中文摘要
Acknowledgements
本文编号：3580223
【文章来源】：湖南大学湖南省 211工程院校 985工程院校 教育部直属院校
【文章页数】：64 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
List of Table
Abbreviations
Chapter 1 Introduction
1.1 General Research Background
1.1.1 Development of International Language Proficiency Standards
1.1.2 New Requirements of Chinese Language Proficiency Standard
1.2 Research Methods, Purpose and Significance
1.2.1 Research Methods and Purpose
1.2.2 Research Significance
1.3 Organization of the Thesis
Chapter 2 Literature Review
2.1 Development of Communicative Competence Theories
2.2 Communicative Language Ability Model
2.3 The Influence of CLA to Teaching Chinese as a Foreign Language
Chapter 3 International Language Proficiency Standards
3.1 Common European Framework of Reference for Languages: learning, teaching, assessment
3.1.1 Main Content of CEFR
3.1.2 Core Framework of CEFR
3.2 Canadian Language Benchmarks
3.2.1 Main Content of CLB
3.2.2 Core Content of CLB
Chapter 4 Comparison Study of CEFR and CLB
4.1 Language Proficiency in CEFR and CLB
4.1.1 Description of language proficiency
4.1.2 Description of Communicative Competence
4.1.3 Comparison and Analysis
4.2 Other competences in CEFR and CLB
4.2.1 General Competences
4.2.2 Culture Element
Chapter 5 Chinese Language Proficiency Scales for Speakers of Other Languages
5.1 Aims of the Scales
5.2 Principle of the Scales
5.3 Framework and Content
5.4 Learner’s Language Proficiency
5.5 Analysis of the Scales Based on Communicative Proficiency of Chinese as a Foreign Language
Chapter 6 Comparison Study of CEFR, CLB and the Scales
Chapter 7 Conclusion
7.1 Summary of the Research
7.2 Limitations
References
Appendix A 详细中文摘要
Acknowledgements
本文编号：3580223
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