Chapter13Competency-BasedLanguageTeaching分析.pptVIP

Chapter 13 Competency-Based Language Teaching Background Most Ms As focus on inputs to LL by improving syllabuses, materials, and activities or by changing the role of Ls Ts for more effective LL. Competency-Based Education (CBE) by comparison is an educational movement focuses on outcomes or outputs of learning in the development of language programs. CBE addresses what the learners are expected to do with the language, however they learned to do it. CBE emerged in the US in the 1970s and refers to an educational movement that advocates defining educational goals in terms of precise measurable descriptions of the knowledge, skills, and behaviors ss should possess at the end of a course of study. Characteristics of CBE CBE has much in common with such approaches to learning as performance-based instruction, mastery learning and individualized instruction. It is outcome-based and is adaptive to the changing needs of students, teachers and the community… Competencies differ from other s goals and objectives in that they describe the s’s ability to apply basic and other skills in situations that are commonly encountered in everyday life. Thus CBE is based on a set of outcomes that are derived from an analysis of tasks typically required of students in life role situations. Emergence of CBLT CBLT is an application of the principles of CBE to LT. Has been widely adopted by the end of the 1970s, particularly as the basis for the design of work-related and survival-oriented LT programs for adults. Recently reemerged in some parts of the world (as Australia) as a major approach to the planning of language program with CB ESL curricula as “the most important breakthrough in adult ESL”. By the 1990s, CBLT had come to be accepted as “the state-of -the-art approach to adult ESL by national policymakers and leaders in curriculum development as well”: By 1986, any refugee in the US had to enrolled in CB program Further development of CBLT Advocates of CBLT see it as a powerf