在第二语言学习的研究中，有两个重要的概念，一个是Linguistic Competence,另一个是Communi-cative Competence。20世纪60年代起,语言能力与交际能力的概念及其范围逐渐广为人们接受,特别是交际能力作为了衡量第二语言水平的标准。当学习者对第二语言的掌握达到一定程度时，双语能力这一概念也日渐凸显出来。首先需要对这三概念提出的背景、理论依据，具体表现进行阐述，进而探求这三个概念之间的关系。从语言研究上，语言能力、交际能力一般是在一种语言内部的探讨，多是探讨第二语言的学习，双语能力一般是在至少两种语言间进行探讨；从位属关系上，语言能力、交际能力是实现双语能力的前提和基础，双语能力是对语言能力、交际能力的深化；从教学要求上，对双语能力的要求要高于语言能力与交际能力，进而针对三个概念的提出，阐述和分析了进行第二语言教学的启示。%In the studies of second language acquisition, there are two important concepts:linguistic competence and communicative competence. In the 1960s, these concepts are widely accepted. The paper reviews three concepts at first, i.e. linguistic competence, communicative competence and bilingual ability, and then de-scribes their backgrounds, theoretical bases and presentations, and thereafter discusses their relationship. The author states that the linguistic competence and communicative competence, from the perspective of linguistic research, are mostly discussed in the inner part of language while the bilingual ability is mostly discussed in at least two languages. On the dependency level, linguistic and communicative competences are the basis of bilin-gual ability whereas the bilingual ability is deepening result of the former two competences. In teaching, the de-mand for the bilingual ability is higher than that for the linguistic and communicative competences.
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