語言能力的概念解析

許 元

摘要:語言能力是個廣泛的概念,包括很多深層的因素. 語言能力是語言表達能力,交際能力,分析能力的綜合體. 因此,無論是語言學習還是語言教學都應該全方位多角度培養綜合的語言能力.

關鍵詞: 語言能力交際能力分析能力

Language proficiency is generally considered to be composed of underlying abilities, knowledge

systems, and skills (Chomsky, 1980; hymes, 1972; Oller, 1979;cited in Rivera,1984, p. 29).The concept of language proficiency should be taken into account in the broadercontext of real-life language use. Hence Clark gives the definition of language proficiency as follows: language proficiency is ones ability to receive or transmit information in a certain language for some practical purpose in a real-life setting (Brindley, 1986, p.6). Personally speaking, I prefer the viewpoint above and have some supplements of my own. In my opinion, language proficiency is made up of a number of different factors which are closely related to one another and shouldnt be separated as far as the concept is concerned.

Components of Language Proficiency

The components of a persons language proficiency should be linguistic competence, communicative competence, and analytic competence (Bruner, 1975, cited in Rivera, p.29).

The first component of language proficiency is related to linguistic competence, which is the fundamental competence of language proficiency. Language proficiency can be defined as mastery of the language code (Brindley, 1986, p.11).That is to say, linguistic competence covers ones linguistic basis such as vocabulary and grammar. This competence is supposed to achieve at the early stage of ones language study and to some extent it determines the other two components of his or her language proficiency. Vividly speaking, linguistic competence can be compared to the bricks when a building is constructed, without which it is impossible to complete the construction task.

The second component of language competence is the communicative competence, which is defined as the relationship between linguistic competence in terms of grammatical competence or understanding of the rules of grammar and sociolinguistic competence (Brindley, 1986, p. 4). That is to say, it is not enough for a language learner only to memorize the basic grammar rules. Language itself is something that is supposed to be applied in communication. Remembering vocabulary and grammatical knowledge without using freely in reality is meaningless in language learning.

The third component of language competence is analytic competence. To some extent, it is the combination of a persons sociolinguistic competence and strategic competence, which were originally put forward by Canale and Swain.(Brindley,1986,p.11). In my opinion, this component of language competence refers to a persons analytic ability to apply language appropriately in certain socio-cultural context by using the verbal and non-verbal communicative strategies.(Brindley,1986, p.11).

Conclusion

The concept of language proficiency should be considered in a broader and multi-dimentional context of real-life language use and this kind of explanation is also the starting point of the transformation from traditional grammar-based language teaching to communicative language teaching (Brindley, 1986, p. 5). On one hand, as for teachers, this kind of concept of language proficiency can help them emphasize on communication skills in their language teaching and arouse their awareness of developing students sociolinguistic and discourse competencies in addition to their grammatical competence (Harley,1990, pp.9-10). On the other hand, to the students,the concept of language proficiency above helps them realize the importance of being able to use the language appropriately in different contexts and organizing their thoughts through language as well (Harley,1990, p.7).

Reference

Brindley,G.(1986).The assessment of second language proficoency: issues and approaches. Australia: National Curriculum Resource Centre.

Harley,B.&Allen,P.&Commins,J.&Swain,M.(Eds.).(1990).The development of second language proficiency.Cambridge: Cambridge University Press.

Rivera,C.(Ed.).(1984). Language proficiency and academic achievement. England: Mutilingual Matters Ltd.