本文基于对《欧洲语言教学与评估共同纲领》三等六级的探讨，结合世情、国情和英语自身特殊性，英语论文题目，为整合我国相互分散、独立的教学标准或大纲，实现我国大中小英语教学（测评）大纲的一体化建设，努力创建一个适合我国语言国情的语言教学与评估共同纲领。
Chapter One Introduction引言
1.1 Research Background探讨背景
作为一个重要的国际语言，英语是附加了越来越多的重视，在现代信息社会。在过去的十年中，英语教学已在我国取得了显着的成绩。然而，中国当前的英语教学近况不能满足社会需求为各种英语水平的人才的需求。As a major international language, English is attached more and more importanceto in the modern information society. In the last ten years, English teaching has madeobvious achievements in our country. However , China's current English teachingsituation can't meet the needs of the social requirement for various English level oftalents. Furthermore ,there is still a big gap between the overall level of Englishteaching and the needs of social and economic development. The problems of"time-consuming but ineffective" and "mute English，，in English teaching relate withmany factors, such as Education concepts, teaching methods, the quality of teachingstaff and language education environment，but the most important lies in these twosides: for a long time, English teaching from primary school to tertiary level isseparate each other, and each stage emphasizes its own integrity and systematic, butlacks wholeness from the point of overall English learning; the other side is that thedivision of the content is not reasonable, so as to cause much content repletion, aphenomenon of overlapping such as in vocabulary, grammar and teaching form. Atthe point of systematic consideration in language teaching for the promotion oflanguage ability , our country is far behind the western countries. China's currentEnglish ability standard is based on the syllabus of each stage from primary school tocollege teaching .Although the syllabus meets certain teaching principle and does itspart in promoting levels of teaching, it comes apart in the aspect of scope, quality andquantity of knowledge, which leads to the phenomenon that English teaching isdifficult to link up between university, the middle school and primary school，oroverlapping each other. At present, our understanding to the core issues of languagecompetence is not in place. So it is essential to achieve the streamline construction ofEnglish teaching syllabus from our primary school to the tertiary level.In 1991, the European commission began to draw up the “Common EuropeanFramework of Reference for Languages: Learning, Teaching，英语论文题目，Assessment" (CEF).After 9 years, it was officially released in 2017, and the revision formal introductioncame on in 2017.CEF is regarded as foreign language teaching and assessmentstandards by the European member countries[)]. The purpose of CEF is to provide acommon basis for the European language syllabus, test designing and the writing ofthe textbooks. CEF describes the language learners' knowledge and skills, languageactivities and language use of environment and standards in making effectivecommunication comprehensively. However, CEF is not a policy document to providepolicy guidance, it is a common foundation providing for language teaching Outline,curriculum setting, test design and textbooks. It encourages people to reflect andexchange all aspects of language learning, teaching and evaluation. CEF describeswhat the language learners should leam to interact in using language, what knowledgeand skills they should develop and what is the effect of the cultural background of
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