汉语语言能力标准制定刍议

On Establishing Chinese Linguistic Competence Standard

语言学家对"语言能力"的研究、认识,经过了一个"能否造出合乎语法的语句"的语言能力,到"能否适切地使用语言"的交际能力,再到"能否在不同的语境中得体地运用语言"的综合交际能力的过程。其实,"语言能力"不仅涵盖了人内在的语言能力与外显的语言知识,而且涵盖了实际的、动态的语言运用和人际交流的能力。这为汉语语言能力标准制定提供了理论依据。汉语语言能力教育目标不能局限在"能说普通话,会写规范字"层面,应该是包括语言知识素质、语言能力素质和语言文化素质的"三级递进"的动态目标。汉语语言能力标准的制定应在标准语言能力、社会语言能力、职业语言能力和艺术语言能力四个层面展开。

The concept of Linguistic competence has undergone three developmental stages, i.e. a） the capability of producing grammatical sentences; b） communicational capability of using language properly; c） the comprehensive communicational capa- bility of using language in various contexts. Indeed, linguistic competence covers not only the internal language capability and the external linguistic knowledge, but also the factual and dynamic application of language components and interpersonal communica- tion skills. These provide solid theoretical ground for establishing Chinese linguistic competence standard. The goal of fostering efficient linguistic competence should not be limited to speak PTH and write standard characters. Rather that should be expanded to include knowledge of language, language competence, and language/cultural constituents to form a dynamic three-level goal. The establishing of Chinese linguistic competence should encompass standard language capability, social language capability, professional language capability, and artistic language.