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 论文编号：
lw200801172145413550 |
| 论文属性：
dissertation |
| 论文语言：English |
| 论文国家：U.K. |
| 登出日期： 2008-01-17 |
| 字数： 2000 |
| 源程序：
无 |
| 价格：
免费论文 |
| 注明： |
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| 论文大纲，目录 |
| 关键词搜索： Language Testing |
e of my discussion here, and for purposes of describing how they pertain to language use, I will treat them as more or less stable traits or constructs. The areas of language knowledge are given in Figure 1 below. Discussion of these elements of language knowledge is beyond the scope of this paper. I would simply indicate that this model of language ability has evolved from earlier models, particularly that of Canale & Swain (Canale, 1983; Canale & Swain, 1980b) as a result of both empirical research and review of relevant literature in applied linguistics. The model presented here thus includes a much wider range of elements and provides a more comprehensive view of language ability than have earlier models.
Strategic Competence
The second component of language ability is what I have called strategic competence, and have described as consisting of three sets 1 This description of language knowledge is essentially the same as Bachman’s (1990b) discussion of language competence. The change in terminology from competence to knowledge reflects the view that the former term now carries with it a great deal of unnecessary semantic baggage that makes it less useful conceptually than it once was. I would note two changes from Bachman’s 1990 model: (a) “Vocabulary” has been removed from “organizational competence” and placed within a new area, “propositional knowledge,” under “pragmatic knowledge,” and (b) “illocutionary competence” has been renamed “functional knowledge.”
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