Revisiting communicative competence in the teaching and assessment of language for specific purposes
Revisiting communicative competence in the teaching and assessment of language for specific purposes
复制标题
重新审视特定目的语言教学和评估中的交际能力
DOI：
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Shona Whyte
中科院分区：
文献类型：
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作者：
Shona Whyte
交际能力一词反映了这样一个概念，即在互动中使用语言的能力不仅需要对语言形式的控制，还需要对不同语境中的使用规则的意识（Hymes 1972）。交际能力是一个不确定的术语：第二语言（L2）研究、教育和评估中的不同参与者以各种方式解释这个术语，并将其用于一系列目的，尤其是在特定目的语言（LSP）领域。这是不幸的，因为它是LSP中的一个关键概念，就像更普遍的应用语言学一样。交际能力可以被认为是第二语言习得的目标，第二语言或外语教学的主要目标，或者是语言测试者试图通过测试来衡量的目标。此外，目前对交际能力的解释可能是对Hymes概念的修改和简化，以反映形式语言学和功能语言学的当前研究方法，并回应语言教学和测试中的实际问题。本文试图从二语研究、教学和测试三个方面重新审视交际能力，并着重指出交际能力测试在理论和实践方面存在的问题。借鉴最新的土著评估标准的研究，本文的结论与LSP提供更丰富的解释接近原来的概念和当前关注的问题，在该领域的交际能力的修订模型。
The term communicative competence captures the notion that the ability to use language in interaction requires not just control of linguistic form but also awareness of rules of use in different contexts (Hymes 1972). Communicative competence is a slippery term: different actors in second language (L2) research, education, and assessment interpret the term in a variety of ways and use it for a range of purposes, perhaps particularly in the field of languages for specific purposes (LSP). This is unfortunate because it is a key concept in LSP, as in applied linguistics more generally. Communicative competence can be considered to be the target of second language acquisition, a main goal of second or foreign language teaching and learning, or the object language testers seek to measure via performance tests. In addition, current interpretations of communicative competence may be somewhat questionable adaptations of Hymes’ concept, modified and often simplified to reflect current approaches in both formal and functional linguistics, and to respond to practical concerns in language teaching and testing. This paper seeks to re-examine communicative competence from three perspectives - L2 research, teaching, and testing - highlighting problems in terms of theory and practice with respect to LSP. Drawing on recent research on indigenous assessment criteria, the paper concludes with a revised model of communicative competence for LSP offering a richer interpretation closer to the original concept and to current concerns in the field.
DOI：
10.1080/09571736.2017.1382051
发表时间：
2018
期刊：
The Language Learning Journal
影响因子：
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作者：
Smith R
通讯作者：
Smith R