| 学习者语言能力的评价目标与发展途径简述 |
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| 引用本文： | 张源中. 学习者语言能力的评价目标与发展途径简述[J]. 太原城市职业技术学院学报, 2010, 0(8) |
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| 作者姓名： | 张源中 |
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| 作者单位： | 迈阿密-达德学院(Miami-Dade College),美国佛罗里达州迈阿密市,33167;亚利桑那大学(University of Arizona)研究生院,美国亚利桑那州图森市85721 |
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| 摘 要： | 学习者语言能力的评价包括语言形式与语言意义两方面。根据斯哥汉(Skehan&Foster,2001)的语言任务执行模式,语言形式评价目标包括准确性与复杂性,语言意义评价目标是流利性。语言能力发展的途径在于输入。交际的准确与流利是学习者在理解所输入的意义过程中,自然而然地习得语言的结果。
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| 关 键 词： | 学习者语言 评价 语言形式 语言意义 交际 任务 |
LearnerLanguage:A Brief Review of the Criteria of Assessment and Approaches of Development |
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| Zhang Yuanzhong. LearnerLanguage:A Brief Review of the Criteria of Assessment and Approaches of Development[J]. Journal of Taiyuan Urban Vocational College, 2010, 0(8) |
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| Authors: | Zhang Yuanzhong |
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| Affiliation: | Zhang,Yuanzhong Miami-Dade College,College Prep Department,Miami,Florida 33132/University of Arizona,Tucson,Arizona 85721 |
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| Abstract: | The assessment of learner language consists of two dimensions: form and meaning. Based on Skehan & Foster's (2001) model, the assessment criteria for the dimension of form include accuracy and complexity; the assessment criterion for the dimension of meaning is fluency. The approach to develop competence in language is through comprehensible input. The accuracy and fluency in communication is naturally achieved through comprehending the meaning of input. |
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| Keywords: | learner language assessment form meaning communication task |
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