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oriented English reading teaching design,and some suggestions forsenior high school English teachers on reading teaching design are proposed,so as tocultivate students’English core competencies and reading literacy.

CHAPTER TWO LITERATURE REVIEW

2.1 Research on core competencies in Foreign Countries and China

With the development of society and economy,new requirements are putforward for the cultivation of people in the new era.Therefore,different countries andorganizations all over the world analyze and elaborate core competencies according totheir different situations,such as different national conditions and differenteducational goals.

2.1.1 Research on core competencies in foreign countries

From an etymological point of view,the word competency comes from theLatin compeere,which means working together.It refers to the combined ability thatpeople need to handle situations properly,and essentially refers to the state or abilityof human existence(Gordon,2009).In 1997,the Organization for EconomicCooperation and Development(hereafter referred to as OECD)started a researchproject named Definition and Selection of competency：Theoretical and ConceptualFoundations,which is De Se Co.The connotation of core competencies is clarified,that is,situation-oriented and action-oriented,which is the combination of knowledgeand skills,emotional attitudes and values,and the ability to meet the requirements ofsuccessful work.Meanwhile,core competencies were selected for autonomous action,interactive use of tools,and content structures for interaction in sociallyheterogeneous groups(OECD,2001).

OECD interprets core competencies from a demand-oriented perspective.OECD believes that core competencies are determined by the needs and goals ofindividuals and society,and believes that reflective thinking and action are the key ofcore competencies.The framework of OECD core competencies has an early start,ahigh position,a solid theoretical foundation,and a complete logical system(Zhang,2016).

2.2 Research on English Core Competencies in Foreign Countriesand China

In foreign countries,many discussions on the connotation of English corecompetencies are conducted.The United States compiled curriculum standards forsubjects firstly,and led a standard-driven education reform movement around theworld.Research(Wang&Xin,2015)reports that in the EU framework,the use offoreign language communication is one of the eight dimensions of core competencies,which is defined as“the ability to understand,express and interpret in appropriatesocial and cultural contexts;the ability to understand,communicate and coordinateacross cultures”covering three levels of knowledge,skills and attitudes.To bespecific,knowledge includes foreign language vocabulary,grammar,language expressions,social customs and culture;skills include oral conversation,reading,theunderstanding of texts,the use of dictionaries and self-study of foreign languages;attitudes include appreciation of cultural diversity,interest and curiosity in languageand cross-cultural communication.However,other core competencies in the EUframework can also be partially developed by foreign language subjects,especiallyEnglish.For example,by means of learning English to cultivate learning strategiesand habits,the aim of learning to learn can be achieved.What’s more,“constructivecommunicat本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。