Chapter-13-Competency-Based-Language-Teaching.ppt

Chapter-13-Competency-Based-Language-Teaching.ppt

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Chapter13,Competency-BasedLanguageTeaching,Background,MostMs&AsfocusoninputstoLLbyimprovingsyllabuses,materials,andactivitiesorbychangingtheroleofLs&TsformoreeffectiveLL.Competency-BasedEducation（CBE）bycomparisonisaneducationalmovementfocusesonoutcomesoroutputsoflearninginthedevelopmentoflanguageprograms.CBEaddresseswhatthelearnersareexpectedtodowiththelanguage,howevertheylearnedtodoit.CBEemergedintheUSinthe1970sandreferstoaneducationalmovementthatadvocatesdefiningeducationalgoalsintermsofprecisemeasurabledescriptionsoftheknowledge,skills,andbehaviorsssshouldpossessattheendofacourseofstudy.,CharacteristicsofCBE,CBEhasmuchincommonwithsuchapproachestolearningasperformance-basedinstruction,masterylearningandindividualizedinstruction.Itisoutcome-basedandisadaptivetothechangingneedsofstudents,teachersandthecommunityCompetenciesdifferfromothersgoalsandobjectivesinthattheydescribethessabilitytoapplybasicandotherskillsinsituationsthatarecommonlyencounteredineverydaylife.ThusCBEisbasedonasetofoutcomesthatarederivedfromananalysisoftaskstypicallyrequiredofstudentsinliferolesituations.,EmergenceofCBLT,CBLTisanapplicationoftheprinciplesofCBEtoLT.Hasbeenwidelyadoptedbytheendofthe1970s,particularlyasthebasisforthedesignofwork-relatedandsurvival-orientedLTprogramsforadults.Recentlyreemergedinsomepartsoftheworld（asAustralia）asamajorapproachtotheplanningoflanguageprogramwithCBESLcurriculaas“themostimportantbreakthroughinadultESL”.Bythe1990s,CBLThadcometobeacceptedas“thestate-of-the-artapproachtoadultESLbynationalpolicymakersandleadersincurriculumdevelopmentaswell”:

By1986,anyrefugeeintheUShadtoenrolledinCBprogram,FurtherdevelopmentofCBLT,AdvocatesofCBLTseeitasapowerfulandpositiveagentofchange.ThemostrecentrealizationofaCperspectiveintheUSisfoundinthe“standards”movement,whichhasdominatededucationaldiscussionssincethe1990s.ESLteachingintheUSwasalateentryinthestandardsmovement.TheWashingtonD.C.-basedCenterforALundertooktodeveloptheK-12“school”standardsforESL.TheESLstandardsareframearoundthreegoalsandninestandards.Eachstandardisfurtherexplicatedbydescriptors,sampleprogressindicators,andclassroomvignetteswithdiscussions.Thestandardssectionisorganizedintograde-levelclusters:

pre-K-3,4-8,and9-12.Eachclusteraddressesallgoalsandstandardswithdescriptors,progressindicators,andvignettesspecifictothatgraderange.,FeaturesofCBLT,CBLTsharesfeaturesofthegradedobjectivesmovementthatwasproposedasaframeworkfororganizingforeignlanguageteachinginBritaininthe1980s:

Gradedobjectivesmeansthedefinitionofaseriesofshort-termgoals,eachbuildingupontheonebefore,sothatthelearneradvancesinknowledgeandskill.ThesettingupofgradedobjectivesschemesinUKsecondaryschoolshasbeenoneofthemostremarkablephenomenainmodern-languagelearningoverthelastfiveyears.,Approach:

Theoryoflanguage,CBLTisbasedonafunctionalandinteractionalperspectiveonthenatureoflanguage.Itseekstoteachlanguageinrelationtothesocialcontextsinwhichitisused.Languagealwaysoccursasamediumofinteractionandcommunicationbetweenpeoplefortheachievementofspecificgoalsandpurposes.CBLThasforthisreasonmostoftenbeenusedasaframeworkforLTinsituationswherelearnershavespecificneedsandareinparticularrolesandwherethelanguageskillstheyneedcanbefairlyaccuratelypredictedordetermined.,Approach:

Theoryoflearning,CBLTshareswithbehavioristviewsoflearningthenotionthatlanguageformcanbeinferredfromlanguagefunction;thatis,certainlifeencounterscallforcertainkindsoflanguage.CentraltobothL&Ltheoryistheviewthatlanguagecanbefunctionallyanalyzedintoappropriatepartsandsubparts:

thatsuchpartsandsubpartscanbetaught（andtested）incrementally.CBLTtakesa“mosaic”approachtoLLinthatthe“whole”（communicativecompetence）isconstructedfromsmallercomponentscorrectlyassembled.CBLTisbuiltaroundthenotionofCCandseekstodevelopfunctionalcommunicationskillsinlearners.CBLTthussharessomefeatureswithCLT.,Design:

Objectives,CBLTseekstodevelopssscompetenciesfromwhattheyknowaboutlanguagetowhattheydowithit,especiallyessentialskills,knowledge,attitudes,andbehaviorsrequiredforeffectiveperformanceofareal-worldtaskoractivity.Thefinalgoalistoenablesstobecomeautonomousindividualscapableofcopingwiththedemandsoftheworld.,Design:

Thesyllabus,CBLTisdesignednotaroundthenotionofsubjectknowledgebutaroundthenotionofcompetency.Thefocusmovesfromwhatssknowaboutlanguagetowhattheycandowithit.Th