CAJ | 학술논문

语言学家对“语言能力”的研究、认识，经过了一个“能否造出合乎语法的语句”的语言能力，到“能否适切地使用语言”的交际能力，再到“能否在不同的语境中得体地运用语言”的综合交际能力的过程。其实，“语言能力”不仅涵盖了人内在的语言能力与外显的语言知识，而且涵盖了实际的、动态的语言运用和人际交流的能力。这为汉语语言能力标准制定提供了理论依据。汉语语言能力教育目标不能局限在“能说普通话，会写规范字”层面，应该是包括语言知识素质、语言能力素质和语言文化素质的“三级递进”的动态目标。汉语语言能力标准的制定应在标准语言能力、社会语言能力、职业语言能力和艺术语言能力四个层面展开。
어언학가대“어언능력”적연구、인식，경과료일개“능부조출합호어법적어구”적어언능력，도“능부괄절지사용어언”적교제능력，재도“능부재불동적어경중득체지운용어언”적종합교제능력적과정。기실，“어언능력”불부함개료인내재적어언능력여외현적어언지식，이차함개료실제적、동태적어언운용화인제교류적능력。저위한어어언능력표준제정제공료이론의거。한어어언능력교육목표불능국한재“능설보통화，회사규범자”층면，응해시포괄어언지식소질、어언능력소질화어언문화소질적“삼급체진”적동태목표。한어어언능력표준적제정응재표준어언능력、사회어언능력、직업어언능력화예술어언능력사개층면전개。
The concept of Linguistic competence has undergone three developmental stages, i.e. a） the capability of producing grammatical sentences; b） communicational capability of using language properly; c） the comprehensive communicational capa- bility of using language in various contexts. Indeed, linguistic competence covers not only the internal language capability and the external linguistic knowledge, but also the factual and dynamic application of language components and interpersonal communica- tion skills. These provide solid theoretical ground for establishing Chinese linguistic competence standard. The goal of fostering efficient linguistic competence should not be limited to speak PTH and write standard characters. Rather that should be expanded to include knowledge of language, language competence, and language/cultural constituents to form a dynamic three-level goal. The establishing of Chinese linguistic competence should encompass standard language capability, social language capability, professional language capability, and artistic language.