摘要
外语能力是外语教师最为关键的专业能力之一。但是,外语教师的外语能力构成要素有哪些、外语教师应具备多高的外语水平以及如何评价其外语能力等问题并未形成共识。采用比较教育学的视角,选取六项国际上影响较大的外语教师标准或外语教师资格认证体系进行比较,考察其对外语教师语言能力的要求。以此为基础,构建了一个由通用语言能力、课堂语言能力、多语能力、语言意识及语体意识构成的五维外语能力模型,提出了外语教师应该达到的外语水平及其评价方式。
A comparative educational perspective is taken in the present study.It first attempts to use an in-depth comparative analysis of six foreign language teacher standards or certificates worldwide.Based on the analysis,it then proposes a five-dimensional model of language competence for foreign language teachers,including general proficiency,classroom language proficiency,multilingual proficiency,language awareness and stylistic awareness.Finally,it discusses the minimum proficiency level and the ways of proficiency assessment for foreign language teachers.
作者
薛小梅
XUE Xiao-mei(College of Foreign Languages,Northwest Normal University,Lanzhou,Gansu,730070,PRC)
出处
《西北师大学报（社会科学版）》
CSSCI
北大核心
2021年第5期103-109,共7页
Journal of Northwest Normal University(Social Sciences)
基金
教育部人文社会科学研究规划基金项目“输入分布、词汇语义、语篇语用及语言类型对中国英语学习者动词论元构式习得影响研究”(15YJA740052)
关键词
外语教师标准
外语教师语言能力
语言能力评价
standards for foreign language teachers
foreign language proficiency for language teachers
assessment of foreign language proficiency
