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名词解释1.Prescriptive and Descriptive规定性的和描述性的Prescriptive and descriptive represent two kind of different types of linguistic study. If a linguistic study aims to describe and analyze the language people actually use, it is said to be descriptive; If the linguistic study aims to lay down rules for “correct and standard” behavior in using language, it is said to be prescriptive.描述性的研究主要以观察和描述人们实际所使用的语言为目的。
规定性的研究以制定语言使用的规范和标准为主要目的，即为使用者指出语言的标准用法，什么是正确的用法，什么是错误的用法，为语言使用者提供典范。
ngue and Parole 语言和言语Langue refers to the abstract linguistic system shared by all the members of a speech community.Langue is the set of conventions and rules which language users all have to abide by. %Parole refers to the realization of langue in actual use.Parole is the concrete use of the convention and the application of rules.语言是一种社会机制、是一种语言的理想形式、是为一个团体所有成员所接受的社会惯例的抽象的语言系统。
名词解释1.Prescriptive and Descriptive规定性的和描述性的Prescriptive and descriptive represent two kind of different types of linguistic study. If a linguistic study aims to describe and analyze the language people actually use, it is said to be descriptive; If the linguistic study aims to lay down rules for “correct and standard”behavior in using language, it is said to be prescriptive.描述性的研究主要以观察和描述人们实际所使用的语言为目的。
规定性的研究以制定语言使用的规范和标准为主要目的，即为使用者指出语言的标准用法，什么是正确的用法，什么是错误的用法，为语言使用者提供典范。
ngue and Parole 语言和言语Langue refers to the abstract linguistic system shared by all the members of a speech community.Langue is the set of conventions and rules which language users all have to abide by.Parole refers to the realization of langue in actual use.Parole is the concrete use of the convention and the application of rules.语言是一种社会机制、是一种语言的理想形式、是为一个团体所有成员所接受的社会惯例的抽象的语言系统。
英语语言能力和英语语感的相关性研究随着全球化的发展，英语已经成为全世界范围内最重要的语言之一。
对于英语学习者而言，英语语言能力和英语语感是两个非常重要的概念。
英语语言能力指的是人们所具备的理解、使用英语的能力，包括英语的语音、语法、词汇、阅读和写作等方面。
而语感则是指人们对于英语内涵和用法的熟悉和敏感程度，也就是人们在运用英语时的直觉和感觉。
英语语言能力和英语语感两者之间具有很大的相关性，二者相互促进，相辅相成。
一方面，英语语言能力是英语语感的基础。
只有掌握了英语的语音、语法、词汇等基本知识，才能够准确地理解英语中所包含的意思和内涵。
因此，对于英语学习者而言，首先应该注重英语语言能力的培养，通过不断的学习和训练提升自己的英语水平。
另一方面，英语语感也是英语语言能力发挥得更加出色的重要因素。
英语语感的好坏不仅影响着英语学习者的阅读、写作和口语表达能力，还直接影响着学生对英语的兴趣和学习积极性。
良好的英语语感能够让学生更加敏锐地捕捉词汇和句子中的关键信息，更加准确地理解作者表达的意思，更加自如地运用英语进行交流和表达。
另外，近年来越来越多的学者对于英语语感的培养进行了深入的研究，并提出了很多有价值的观点。
其中，最为重要的就是培养学生的语言环境和语言交际能力。
通过丰富的语言学习场景和互动学习方式，让学生能够真正感受到英语这门语言本身的美丽和魅力，从而激发学生的学习兴趣和热情，进一步提升学生的英语水平。
总的来说，英语语言能力和英语语感的相关性密不可分，英语学习者必须要重视并加以培养。
只有通过不断的锤炼和实践，才能够真正掌握英语这门语言，更好地进行交流和表达，更好地融入国际社会。
外语教学研究中的知识、能力与运用能力摘要：清晰具体的语言能力目标是语言教学和评价的基础，而界定语言知识、语言能力及其相关概念则是制定能力目标的前提。
通过对Chomsky,Hymes,Canale和Swain,Widdowson,Ellis,Bachman 以及Skehan等数位西方语言学者关于知识、能力、运用能力和能力表现的论述，我们可以进一步深入理解这些概念的主要涵义及其演变，并从语言教学的角度认识它们之间的异同。
作者综合各家对于知识、能力、运用能力以及行为表现的相关看法，提出了一个外语语言运用能力形成过程的模式，旨在帮助设计教学活动、确定教学评价的内容和选择恰当的评价学生语言能力的方式。
关键词：外语教学；知识—能力；运用能力；能力表现教育部颁布的《全日制义务教育普通高级中学英语课程标准（实验稿）》（以下简称《课程标准》）提出英语教学的目标是“培养学生综合运用语言的能力”。
究竟何为语言运用能力，它与语言能力、交际语言能力之间的关系是什么？国外外语教学界对此论述颇多。
但是，因为英语中knowledge, competence, ability, performance 等四个词都有“能力”的意思，在阅读文献时容易将这些概念混淆。
究竟这些词语的确切概念是什么，它们之间的关系如何阐释？为了更明确地理解这些概念，以便更好地理解《课程标准》提出的目标，笔者提出以下两个需要研究的问题。
1.国外语言教学界如何界定这些概念并论述它们之间的关系？2.如何理解知识、能力到运用能力形成的过程？一、国外语言教学界的讨论从词典的定义来看，美国《韦伯斯特词典》（2003），对于competence有如下解释：competence...【is】the knowledge that enables a person to speak and understand a language.[1]《朗文语言教学及应用语言学辞典》（Richards等，1998，中译本）关于competence的解释是：语言能力，（转换生成语法中）指一个人语言语法的内化知识，指人能够理解并说出句子，包括从来没有听过的句子。
英语语言能力和英语语感的相关性研究引言英语是全球通用的语言之一，具有重要的国际交流和商务沟通作用。
随着全球化的发展，人们对英语语言能力和语感的要求愈发提高。
英语语感指的是对英语语言的灵活运用和真实感知，它是英语语言能力的重要组成部分。
本文将探讨英语语言能力和英语语感之间的相关性，并提出相关的研究结论和建议。
英语语言能力的内涵英语语言能力是指个体在实际运用英语时所展现的语言水平和技能。
它包括英语的听、说、读、写四项基本技能，以及语法、词汇、句型、逻辑思维等多个方面。
英语语言能力的提高需要经过长期的学习和实践，同时也受个体的天赋和母语环境的影响。
英语语感的内涵英语语感是指个体对英语语言的敏感度和理解力，包括对语音、语调、用词和表达方式的敏锐感知和准确把握。
英语语感是个体在用英语进行交际时所展现的对语言的敏感和情感体验。
它的形成需要个体对英语语言的长期接触和积累，并且受到所处语言环境和文化背景的影响。
英语语言能力和英语语感的相关性英语语言能力和英语语感是相辅相成的。
英语语言能力的提高需要个体对语言知识和技能的巩固和提升，同时也需要对语言的细微变化和情感色彩的敏感。
英语语感可以帮助个体更好地理解和运用英语，提高交际的流畅度和准确性。
而且，英语语感也可以促进个体对英语语言的情感投入和热情，激发学习英语的积极性和主动性。
研究方法本研究采用了问卷调查和实地调研相结合的方法。
在问卷调查中，我们邀请了一定数量的英语学习者和教育专家，通过提问和选项的方式来收集他们对英语语言能力和英语语感相关性的看法和评价。
我们还进行了一些实地调研，对一些英语学习者进行了深入的访谈和观察，以了解他们的英语语感形成过程和实际应用情况。
研究结果通过问卷调查和实地调研，我们得出了以下研究结果：1. 英语语言能力和英语语感之间存在明显的正相关性。
即英语语言能力强的个体往往也具有较好的英语语感。
2. 英语语感的形成受到许多因素的影响，包括个体的语言天赋、学习环境和文化背景等。
Linguistic competence refers to the knowledge of a language system. The term first emerged in the work of Noam Chomsky, where it referred specifically to syntactic competence, and was specifically opposed to linguistic performance. The term was used more broadly by Dell Hymes in formulating the concept of communicative competence. Like communicative competence, language competence is often divided into various subcompetences, such as syntactic competence and lexical competence.According to Chomsky, competence is the ideal speaker /hearer, i.e. an idealized but not a real person who would have a complete knowledge of language. This means a person’s ability to create and understand sentences, including sentences they have never heard before.Performance is the actual use of the language by individuals in speech and writing.Speakers’ linguistic knowledge permits them to form longer and longer sentences by joining sentences and phases together or adding modifiers to a noun. whether you stop at three, five or eighteen adjectives, it is impossible to limit the number you could add if desired. Very long sentences are theoretically possible, but they are highly improbable.Evidently, there is a difference between having the knowledge necessary to produce sentences of a language, and applying this knowledge. It is a difference between what you know, which is your linguistic competence, and how you use this knowledge in actual speech production and comprehension, which is your linguistic performance.When we speak, we usually wish to convey some message. At some stage in the act of producing speech, we must organize our thoughts into strings of words. Sometimes the message is garbled. We may stammer, or pause, or produce slips of the tongue. We may even sound like the baby, who illustrates the difference between linguistic knowledge and the way we use that knowledge in performance.Linguistic competence is the system of linguistic knowledge possessed by native speakers of a language, it is in contrast to the concept of Linguistic performance, the way the language system is used in communication. The concept was first introduced by Noam Chomsky[1] as part of the foundations for his Generative grammar, but it has since been adopted and developed by other linguists, particularly those working in the generativist tradition. In the generativist tradition competence is the only level of language that is studied, because this level gives insights into the Universal Grammar, that generativists see as underlying all human language systems. Functional theories of grammar tend to dismiss the sharp distinction between competence and performance, and particularly the primacy given to the study of competence.According to Chomsky, competence is the 'ideal' language system that makes it possible for speakers to produce and understand an infinite number [nb 1] of sentences in their language, and to distinguish grammatical sentences from ungrammatical sentences. This is unaffected by "grammatically irrelevant conditions" such as speech errors.[1]Competence versus performance"Linguistic theory is concerned primarily with an ideal speaker-listener, in a completely homogeneous speech-community, who knows its (the speech community's) language perfectly and is unaffected by such grammatically irrelevant conditions as memory limitations, distractions, shifts of attention and interest, and errors (random or characteristic) in applying his knowledge of this language in actual performance."~Chomsky,1965[1]Chomsky differentiates competence, which is an idealized capacity, from performance being the production of actual utterances. According to him, competence is the ideal speaker-hearer's knowledge of his or her language and it is the 'mental reality' which is responsible for all those aspects of language use which can be characterized as 'linguistic'.[2] Chomsky argues that only under an idealized situation whereby the speaker-hearer is unaffected by grammatically irrelevant conditions such as memory limitations and distractions will performance be a direct reflection of competence. A sample of natural speech consisting of numerous false starts and other deviations will not provide such data. Therefore, he claims that a fundamental distinction has to be made between the competence and performance.[1] Chomsky dismissed criticisms of delimiting the study of performance in favor of the study of underlying competence, as unwarranted and completely misdirected. He claims that the descriptivist limitation-in-principle to classification and organizationof data, the "extracting patterns" from a corpus of observed speech and the describing "speech habits" etc. are the core factors that precludes the development of a theory of actual performance.Competence and components of grammarOne's competence is defined by the grammar,[nb 2][3] or set of language rules, that is represented mentally and manifested based on his or her own understanding of acceptable usage in a given linguistic idiom. Therefore, grammatical competence defines an innate knowledge of rules rather than knowledge of items or relations. According to Chomsky, it is regarded to be innate because one does not have to be trained to develop it and will still be able to apply it in an infinite number of unheard examples.[4]The core components of the grammar are included in the speaker's linguistic competence and these components corresponds to five of the major subfields of linguistics:Phonetics: Phonology: Morphology: Syntax: Semantics:Linguictic performanceIn linguistics, performance has two senses:[1](1) A technique used in phonetics whereby aspiring practitioners of the subjectare trained to control the use of their vocal organs(2) A term used in the linguistic theory of transformational generativegrammar, referring to language being seen as a set of specific utterancesproduced by native speakersIt is also one of the two elements in Chomsky's performance-competence distinction, which relates to Language production(parole), with an emphasis upon how this is different from Competence, or the mental knowledge of language itself. Linguistic performance does not simply reflect the intrinsic sound-meaning connections established by the system of linguistic rules. It involves many other factors, such as extra-linguistic beliefs concerning the speaker and the situation play a fundamental role in determining how speech is produced, identified and understood. Furthermore, it is governed by principles of cognitive structure such as memory limitations, distractions, shifts of attention and interest, and errors (random or characteristic) that are technically not considered to be aspects of language.Communicative competenceCommunicative competence is a term in linguistics which refers to a language user's grammatical knowledge of syntax, morphology, phonology and the like, as well as social knowledge about how and when to use utterances appropriately.The term was coined by Dell Hymes in 1966,[1]reacting against the perceived inadequacy of Noam Chomsky's (1965) distinction between competence and performance.[2]To address Chomsky's abstract notion of competence, Hymes undertook ethnographic exploration of communicative competence that included "communicative form and function in integral relation to each other".[3] The approach pioneered by Hymes is now known as the ethnography of communication.Debate has occurred regarding linguistic competence and communicative competence in the second and foreign language teaching literature, and scholars have found communicative competence as a superior model of language following Hymes' opposition to Chomsky's linguistic competence. This opposition has been adopted by those who seek new directions toward a communicative era by taking for granted the basic motives and the appropriateness of this opposition behind the development of communicative competence.communicative competenceAnother functionalist theory advances the notion of communicative competence, which focuses on socially-situated performance, was developed by Dell Hymes in response to the abstract nature of linguistic competence.[22][23]Communicative competence is also sometimes referred to as pragmatic or sociolinguistic competence, especially when the emphasis is on how to interpret the speaker's intended meaning in a particular utterance, apart from the literal meaning.The major criticism towards Chomsky's notion of linguistic competence by Hymes is the inadequate distinction of competence and performance. Furthermore, he commented that it is unreal and that no significant progress in linguistics is possible without studying forms along with the ways in which they are used. As such, linguistic competence should fall under the domain of communicative competence since it comprises four competence areas, namely, linguistic, sociolinguistic, discourse and strategic.[25]Use in educationThe notion of communicative competence is one of the theories that underlies the communicative approach to foreign language teaching.[3]Canale and Swain (1980) defined communicative competence in terms of three components:1.grammatical competence: words and rules2.sociolinguistic competence: appropriateness3.strategic competence: appropriate use of communication strategiesCanale (1983) refined the above model, adding discourse competence: cohesion and coherenceA more recent survey of communicative competence by Bachman (1990) divides it into the broad headings of "organizational competence," which includes both grammatical and discourse (or textual) competence, and "pragmatic competence," which includes both sociolinguistic and "illocutionary" competence.[6] Strategic Competence is associated with the interlocutors' ability in using communication strategies (Faerch & Kasper, 1983; Lin, 2009).Through the influence of communicative language teaching, it has become widely accepted that communicative competence should be the goal of language education, central to good classroom practice.[7] This is in contrast to previous views in which grammatical competence was commonly given top priority. The understanding of communicative competence has been influenced by the field of pragmatics and the philosophy of language concerning speech acts as described in large part by John Searle and J.L. Austin.Competence vs. PerformanceLinguistic theory is concerned primarily with an ideal speaker-listener, in a completely homogeneous speech-communication, who know its (the speech community's) language perfectly and is unaffected by such grammatically irrelevant conditions as memory limitations, distractions, shifts of attention and interest, and errors (random or characteristic) in applying his knowledge of this language in actual performance. (Chomsky, 1965, p. 3)In this definition, Chomsky separates 'competence,' an idealized capacity, from the production of actual utterances, 'performance.' Additionally, competence, being an ideal, is located as a psychological or mental property or function (Lyons, 1996). This is in contrast to performance, which refers to an actual event.This definition of linguistic competence has come to be associated with a rigid and narrowly defined concept of grammatical competence. Therefore, Hymes (1974)introduced the idea of 'communicative competence." This has become generally defined as 'the socially appropriate use of language" (Paulston, 1992, p. xiv). Linguistic competence and performanceAccording to Chomsky, competence refers to a language user’s underlying knowledge about the linguistic system of the rules. When we talk about it, the speaker is an ideal speaker. It is someone who has a complete knowledge of the language, has the ability to create and understand sentences, even the sentence they had never heard before. One’s competence is insensible and is an abstract conception.Performance refers to the actual use of language in concrete situations. It is sensible and is the actual use of the language by individuals in speech and writing. It is sensible, in other words, others can see and know how the person act or express.In my opinion, competence and performance, they are all linguistic abilities. However, they are much different from each other. Competence is the ability to use the language, while performance is how people use language. With linguistic competence, we can form sentences by joining sentences and phases together or adding modifiers to a noun, as long as we can. We have the ability to speak due to competence. While performance requires people make their speech or writings more attractive, they should have different methods to speak and express. When they are in different situations, they will perform differently. In addition, they shall pay attention to how they perform, it depends on the roles they play in conversations.As a teacher, it is quite important to have both competence and performance. For many of the teachers, they are equipped with abundant professional knowledge. As speakers of the language, they are professional and have great linguistic competence. While in the class, they are not just speakers, the most important role for them is: teacher. Then they should act as teachers and impart knowledge in a proper manner, but not just tell the knowledge. The act of telling can be done by everyone who majors in the language or studies it, a translator, an interpreter or just a language learner, etc.I do think it will be much easier for a teacher to develop linguistic rather than try it for level of performance. But we need to pay attention to it. E.g. when we are having linguistic class, the teacher doesn’t only tell us the deep knowledge, but also gives us a lot of examples to get us understand it. Another example, when I learnt the word” Christmas” in middle school. The teacher told us a story about Christmas and taught us some more words. She wouldn’t just tell us how to spell and write the words, she thought of ways to make the word impressive for us. This is linguistic performance for a teacher in teaching.。
英语教学中的语言能力与语言运用美国语言学家Chomsky关于“语言能力”（linguistic competence）和“语言运用”（linguistic performance）的区分已经得到了语言学界的公认。
语言能力是说话人、听话人有关自己母语的无意识知识，语言运用是对这种知识在具体场合中的应用。
但在实际教学中，我们教师经常会遇到这样一些问题：语言能力与语言运用到底是一种什么关系；如何实现两者之间的转化；如何加强听说读写各个环节的技能训练以提高学生的语言运用能力等等。
本文试图根据语言教学方面的理论，对这些问题做一些探讨。
一、语言能力Chomsky提出的关于语言能力的理解是认为语言能力是人的内在的能力，即辨认什么句子是合乎语法规则的能力。
它分为语音、词汇和语法三个部分，要求能识别音素，并能见词发音，见文朗读；能识别单词和习惯用语的语义和语法作用，并能用于听、说、读、写之中；能识别语法的词法、句法，把语法运用于听、说、读、写之中。
每一个使用同一种母语的人都具备大致相同的语言能力。
这种能力使他们能够轻易听懂每一句他们从来没有听说过的复杂的句子，并准确判断某种说法是否符合本族语言的语法。
语法习得的完成意味着儿童也能够听懂母语中复杂句子的含义，但是“听懂”某种意思也并不是说语法土就完全正确，事实上我们对于大多数的“病句”也能够理解。
因此，儿童的语言能力绝大多数情况下指的是“内化语言”（internalized language），即“说话人所获得的并表征于心智、大脑中的语言能力系统”相对应的“外化语言”（externalized language）则仍然需要不断学习与强化，也就是精细化与精确化过程，以确保能熟练运用母语表达自己的思维与情感，并尽量减少失误。
因此，重新建立一套新的中学教学语法体系，不仅必要，而且可能。
在语音方面，复习国际音标、读音规则，纠正发音，传授朗读技巧能使其能识别音素，见词发音，见文朗读，且语音语调基本正确。
languageproficiency名词解释嘿，咱今儿个就来唠唠“language proficiency”这个词儿哈！language proficiency 呢，简单说就是语言熟练程度啦！就好比你学骑自行车，从歪歪扭扭到能在路上自由驰骋，这就是你骑自行车的熟练程度提高啦！那 language proficiency 也是这么个道理呀！
比如说，你学英语，一开始可能只会说几句简单的问候语，像“Hello”“How are you”之类的。
但随着你不断学习、练习，你能说的句
子越来越长，越来越复杂，还能跟外国人进行流畅的对话呢！这就是
你的英语 language proficiency 在提升呀！
再想想，一个精通多国语言的人，那他的 language proficiency 得多
高呀！就像一个武林高手，各种武功招式都耍得特别溜！人家可以轻
松地在不同语言之间切换，和不同国家的人交流都毫无压力呢！
咱身边肯定也有这样的人呀，你看那谁谁谁，英语说得可棒啦，跟
外国人聊天一点都不怯场，这就是 language proficiency 高的表现呀！
那咱是不是也得加把劲，努力提高自己的 language proficiency 呢？难
道咱就甘心落后吗？
咱学习语言，不就是为了能更好地和别人交流，了解不同的文化吗？那要做到这些，没有一定的 language proficiency 可不行呀！所以呀，
咱得下功夫，多听、多说、多读、多写，让自己的 language proficiency 蹭蹭往上涨！
总之呢，language proficiency 就是衡量我们语言能力的一个重要指标，咱可不能小瞧它！咱得朝着更高的language proficiency 努力前进！。
An essay on linguistics Language Competence and Language PerformanceName：xxxClass：xxxNumber ：xxx[Abstract]Language is a tool of communication. The fundamental purpose to master a language is to communicate. This article lists Chomsky’s and Hymes’ definition of language competence and performance, an analysis of their distinction, relationship and enlightenments to foreign language learning, expecting to provide some help to the learners.[Key words] language competence, language performance, learning.In the process of language learning, people often talk about competence and performance which are two skills of language learning. They rely on each other as well as promote each other. Understanding their meanings and differences correctly takes a positive influence to our foreign language learning.Ⅰ.The Differences between Competence and Performance In order to understand the two concepts of language competence and language performance, it’s worth mentioning the two linguistics’ points of view.1.1 Chomsky’s standpointChomsky is a U.S. linguist famous for his important ideas about language, including the idea that everyone is born with knowledge about grammar.According to Chomsky, language competence and language performance are completely different. Competence is an ability to recognize and understand sentences, including summarizing the language materials and deducing them to the language rules and regular sentences. He thought, language refers to the ability of the speakers’ and liste ners’ internal knowledge. Competence is the speakers’ underlying linguistic knowledge and the abstract master to language system. Performance is just the actual behavior of competence. Although performance is derived from competence, it’s not equal to competence. Performance is unique and diverse, and always dependent on the environment. Competence is an abstract concept that is full of details but unable to confirm. They are totally two fundamentally different phenomenons. To attachimportance to language is to attach to the most basic things, namely language competence.1.2 Hymes’ standpoint.Hymes is an American anthropologist and linguist famous for his idea about communicative competence.In accordance with Hymes, language competence refers to not only make sentences obey the grammatical rules, but also use the language appropriately. He put forward communicative competence that is antagonistic to Chomsky's language competence. Hymes thought, Chomsky’s thought only involves language rules but ignores the social rules which is the important characteristic of communicative functions as a social phenomenon. In his view, competence is the ability to communicate in a particular environment with using language smoothly. That is to say, one’s communicative compe tence includes not only language knowledge, but also the ability to use language appropriately in social environment. Training the four basic language skills—listening, speaking, reading, writing—should reflect the interdependence of language and communication.Ⅱ.The Relationship between Competence and PerformanceLanguage competence and language performance are interdependent and complementary to each other.On the one hand, language competence is the premise of language performance. Competence is to perfo rmance what composer’s skills is to composing or improvising music. Without solid language skills can not gain a good ability of language use.On the other hand, to improve the ability of language performance can enhance and consolidate the lever of language competence. Performance is reflected in the competence, since language ability is not equal to have the ability to use the language. Performance can neither be replaced by nor improve in pace with competence, but to gain by training and practicing.Ⅲ. Enlightenments to Foreign Language LearningThe ultimate purpose of foreign language learning is not only to learn grammatical knowledge, but also to cultivate students' ability of using language. If we only emphasize the use of language ability, while neglect the basic knowledge of language learning, it is not possible to complete the task of foreign language learning. In another word, ignoring either competence or performance is not able to reach the purpose of foreign language learning. The ideal learning effect is that language competence and language performance should keep in the same pace.Ⅳ.ConclusionI think that for the students of foreign language, competence needs to be nurtured in the process of enhancing performance, but competence calls for more efforts at the beginning stage while success in performance may motivate the acquisition of competence.References1.胡壮麟语言学教程第四版北京：北京大学出版社20112.胡壮麟、姜望琪语言学高级教程北京：北京大学出版社20023.王宗炎语言与语言的应用上海：上海外语教育出版社1998。
