Competency-Based_Language_Teaching

1、C COMPETENCYOMPETENCY-B-BASEDASED L LANGUAGEANGUAGE T TEACHINGEACHING W WHATHAT ISIS C COMPETENCYOMPETENCY-B-BASEDASED L LANGUAGEANGUAGE T TEACHINGEACHING? ?An application of the principles of CBE to language teaching. An approach had been widely adopted by the end of 1970s, particularly as the basi

2、s for the design of work-related and survival oriented language teaching programs for adults.CBE (Competency-Based Education)Emerged in the U.S in 1970s For immigrants and refugeesAn educational movementFocusing on the outputs and outcomes of learning rather than inputsTo the competencies perspectiv

3、e, outputs to learning is centralBACKGROUND: CBEBACKGROUND: CBECBE (competency-based education)-to focus on the outcomes or outputs of learning in the development of language programs-to address what learners are expected to do with language-to be central to competencies perspectiveD?FFERENCES BETWE

4、EN CBE AND OTHER METHODS“CBE has much in common with such approaches to learning as performance-based instruction, mastery learning and individualized instruction. Thus CBE is based on a set of outcomes that are derived from an analysis of tasks typically required of students in life role situation.

5、”CBE Described by Schenk 1978CBE Described by Schenk 1978Performance based instructionIndividualized instructionMastery learningOutcome basedAdaptive to the changing needsSpecific and practical judged by learnersspecific and publiccan be mastered one at a time CBLTCBLT(COMPETENCY-BASED LANGUAGE TEAC

6、HING) IS AN APPLICATION OF THE PRINCIPLES OF CBE TO LANGUAGE TEACHING.Widely adopted by the end of 1970sAs the basis for the design of work-related and survival-orientedThe center for applied linguistics called competency-based ESL curricular“the most important breakthrough in adult ESL”In 1990s, it

7、 had become to be “the state-of-the art approach to adult ESL” by policymakers and leaders in curricular development as wellRecently in some parts of the world as a major approach to the planning of language programsCBLT ?N GENERAL:the principles of CBEeducational movementfocuses on outcomes of lear

8、ningWork-related and survival-oriented learningThe learners: refugees, immigrants the most important breakthrough in adult ESL teachers opportunity to revitalize their education programsTeaching quality enhancesThe aim is that the students being master of specific language skills to function profici

9、ently in the societyReasons are as follow:Opportuinty for teachers to revitalize their education and training programsQuality of assessment and teaching improvesStudent learning is enhancedSpecification of expected outcomesContinuous feedbackCBLT is based on a functional and interactional perspectiv

10、e on the nature of language CBLT has been used as a framework for language teaching in situationsIt also shares with behaviorist views of learning the notion that language form can be inferred from language function CBLT thus takes a“mosaic” approach to language learning in that the whole(communicat

11、ive competence) is constructed from smaller components correctly assembledIt seeks to teach language is taught in relation to the social context in which it is used.Language can be functional analyzed into appropriate parts and subpart -that such parts and subparts can be tested incrementally.It see

12、ks to develop functional communication skills in learners, rather than being linked to the performance of specific real-world tasks.Docking(1994)Docking(1994)SyllabusStart with field of knowledgeSyllabus and the course content are then developed around the subjectObjectives may also be specifiedAsse

13、ssment based on norm referencingA student receive a set of marks for performances relative to other studentsCBT CBT is designed not around the notion of subject knowledge but around the notion of competencyFocuses on what students can do with language not what they know about language.Instead of nor

14、m-referenced assessment, criterion-based assessment procedures are used in which learners are assessed according to how well they can perform on specific learning tasks. Competency consists of a description of the essential skills, knowledge attitudes, and behaviors required for effective performanc

15、e of a real-world tasks and activitiesDESIGN: OBJECTIVESBe broken into narrowly focused subobjectivesBe behavioralBe defined in terms of individual needsTo enable students to become autonomous individuals capable of coping with the demands of the worldDESIGN: SYLLABUSAround the notion of competencyF

16、ocus on what learners can do with languagesFocus on competencies or learning outcomesDESIGN: LEARNING ACTIVITIESBe related to any domain of life Be linked to the field of work and to social survival in a new environment Such as: simulated job interviewDESIGN: ROLES OF LEARNERS AND TEACHERSThe role o

17、f the teacher The role of the teacher is not defined by specific terms and has to provide positive and constructive feedback in order to help the students to improve their skills.The role of the learner The role of the learner is to decide whether the competencies are useful and relevant for him/her

18、 and has an active role in the classroom which is underlined by the fact that the students are expected to perform the skills learnedPROCEDUREStage1 and 2-related to general language developmentStage 3-learners are grounded according to their goals or further studyStage 4-leading to an advanced cert

19、ificate in spoken and written (each stage are divided into four domains)THE FOUR DOMAINS:Knowledge and learning competenciesOral competenciesReading competenciesWriting competencies CRITICISMSNo valid procedures available to develop competency lists for most programs. (Tollefson ,1986) Many areas fo

20、r which competencies are needed, are impossible to be operated. (Richards & Rodgers, 2001)Dividing activities up into sets of competencies is reductionist approach, which the sum of parts does not equal the complexity of the whole (Richards & Rodgers, 2001)Vindications for the Definition of

21、Competency:1. Competency a cluster of related knowledge, skills, and attitudes that affect a major part of ones job correlates with performance on the job, that can be measured against well accepted standards, and can be improved via training and development. 2. Competency in its most generic form a

22、ny underlying characteristic of an individual possesses and uses which leads to successful performance in a life role.Recommended Definition of Competency: A clearly defined and measurable activity accomplished by an individual.The lowest behavioral level in a job or a role that is performed for its

23、 own sake.Must be specific because it usually has a definite beginning and ending.May support or be supported by other competencies.It is generally performed in a relatively short time(however, there may be no time limit or there may be a specific time limit)Observable and measurable against a standard with well described criteria. CREDIT The quality of assessment as well as the students learning and the teaching are improved: Primary schoolUniversity / Academic studyWorkplace trainingAs Rylatt and Lohan(1997:18) conclude: “it can confidently be said, as we enter a new millennium,