行動導向教學法，素養或是成績導向教學法？

<p>歐洲語文共同參考架構（歐語共參架構，2001）所鼓吹的行動導向式教學法所涉及的是語言溝通素養的概念。此外，Paradis（2004），為神經語言學教學法主要理論來源之一，所提到是語言溝通能力。從概念層面來看，兩者有何異同？透過作為神經語言學教學法的基本概念之一，即語文素養，之分析後可見兩者在教學層面上的明顯差異。故此，合當提出行動導向式教學法究竟是一種素養導向抑或是成績導向教學法之問。而這也是本文試圖檢視之問題。</p> <p> </p><p>In the action-oriented approach advocated in the Common European Framework of Reference for Languages (CEFR, 2001) one of the key concept is the concept of "communicative language competence". Moreover, in Paradis (2004), whose theory serves as the main foundation of the neurolinguistic approach (NLA), the key concept is rather the concept of "verbal communicative competence". Conceptually, then, what is the difference between the linguistic communicative competence of the CEFR and the verbal communicative competence of Paradis? On analysis, it emerges that it is by resorting to one of the fundamental concepts of the ANL, the concept of "literacy", that one can then realize that it is truly on the pedagogical level that these two visions of communicative competence are different. One can therefore legitimately ask whether the action-oriented approach is a competence-based approach or a performance-based approach. These, then, are some of the questions that will be explored in this article.</p> <p> </p>