论生态语言学视角下的儿童外语能力及其应用——兼与戴曼纯教授商榷

A Tentative Study on Children's Foreign Language Competence and Its Application from Ecolinguistic Perspective——Simultaneously Negotiating with Prof. Dai Manchun

本文通过探讨国内外学者对语言能力的界定和解读国内外外语能力标准,辩证分析其适用性和局限性,尝试性地提出了生态语言学视角下外语能力及儿童外语能力的构件、属性及其应用价值。儿童外语能力包含外语知识与技能、外语交际能力和跨文化交际能力三大构件,是涵盖知识、技能、情感态度、学习策略和文化意识的服务学习能力和语言生存智能。在实施新课程标准时有效运用儿童外语能力中蕴含的双语潜势性、双语技能的整合性、双语文化自觉性、儿童学习者与环境要素的动允性、服务学习的实践性、语言生存智能的可持续性有利于实现外语教育社区化,推进基础外语素质教育,快速培养具有可持续发展能力的外语人才。

Based on exploring the definitions of language competence and the interpretations of foreign language competence standards, this thesis dialectically points out their applicability and limitations, and tentatively puts forth the compositions, features and application values of foreign language competence, together with children＇s foreign language competence from the ecolinguistic perspective. Children＇s foreign language competence is composed of language knowledge, skills, foreign language communicative competence and cross-cultural communicative competence, which is taken as service learning ability and language existent intelligence including knowledge, skills, feelings and attitude, learning strategies and cultural consciousness. When implementing the New Curriculum Standards, if bilingual potentiality, bilingual integrated skills, bilingual cultural self-consciousness, affordance between children and environment factors, practice of service learning, and sustainability of language existent intelligence embedded in children＇s foreign language competence are all effectively put into good use, communization of foreign language education can be achieved to promote basic foreign language quality education. Foreign language talents can be trained swiftly and sustainably.