HKIER

摘要

英語教師語言水準一直是用以衡量英語教師專業素質的重要因素。為保證英語教師品質，英語教師學歷文憑證書和職業資格認證中對於教師語言能力也提出了相應的要求或標準。不同國家和地區提出和制定教師語言能力的標準，一方面有利於英語教師培養的標準化和科學化；另一方面也能夠促進培養英語教師的院校或機構改善其課程設置及評估方式。本文從內容和形式兩個角度分析比較主要英語國家（美國、澳大利亞和英國）和非英語國家和地區（中國內地和香港）的英語教師語言能力標準，以期為完善和促進英語教師教育評估提供積極回饋。

關鍵詞：：語言能力測試；標準／要求；英語教師評估

Abstract

Language proficiency is one of the important qualities of English language teachers. Requirements pertaining to language proficiency set out in teacher certification for the profession lay out the benchmark for ensuring the quality of English language teachers. The development of language proficiency requirements of English language teachers by different countries has, on the one hand, facilitated the standardization of such requirements. On the other hand, it has contributed to the curriculum development of English language teacher education as well as the evaluation of these standards/developments. The current paper analyzes and compares the language proficiency requirements of English language teachers in terms of content and mode of assessment in major English speaking countries (the United States, Australia and Britain) and the non-English speaking country/region (Mainland China and Hong Kong). It is hoped that this review will enhance and contribute to the evaluation framework for the language proficiency of English language teachers.