本篇文章為論述型的文章，據理主張在現今二十一世紀，以記號學能力為英語學習者的新能力指標。這篇文章也討論如何將理論應用於英語教學上，並且分析每一個活動如何達成記號學能力。這篇文章的目的是提供英語教師一些理論和實例，並希冀造成英語的教與學一些改變。這篇文章先介紹目前有關各家語言學習的能力的看法，並且解釋現今為什麼需要新的英語能力指標，據理論述記號學可以因應二十一世紀的多元變化的理由。筆者介紹記號學，並且舉實際的課程例子，介紹實際課程和課堂操作，並且介紹這些課程如何實踐記號學能力。所有的舉例是來自筆者的英語的課程。
記號學的能力包括學習者其思考過程的發展，可以很有彈性的在不同的情境中組織不同的文本。這能力也包括個人應對各種人和符號的能力。

This paper, an argumentative paper, intends to argue for theories of semiotics competence as new indicators of proficiency for EFL learners in the 21st century. This paper also discusses how to actualize theory in EFL teaching, and how each activity supports semiotics competence. The purpose of the paper is to provide theories and actual examples for EFL teachers, with the hope of creating some changes in EFL learning and teaching. The paper introduces the extant theories on competence within teaching and learning as a whole. It then explains why there is a need for new indicators of proficiency for EFL. This paper also argues for semiotics competence as it responds to the dynamic and diverse changes for the 21st century. Following the presentation of semiotic competence, the paper presents examples for actual practice, and analyzes how these applications actualize semiotics competence. The actual practices were collected from the EFL classes that I taught.
Semiotics competence involves learners' development of enhanced thought processes, including processes whereby learners can flexibly organize texts for different contexts. It also involves learners' engagement in ways dealing with diverse people and learners' ability to deal with multi-modal texts.