competency-based language teaching

1、Competency-based Language TeachingBackgroundCompetency-Based Language Teaching (CBLT) is an application of the principles of Competency-Based Education to language teaching. By the end of the 1970s Competency-Based Language Teaching was mostly used in “work-related and survival-oriented language tea

2、ching programs for adults.Since the 1990s, CBLT has been seen as “the state-of-the-art approach to adult ESL”.Recently, it has reemerged in some parts of the world as a mjor approach to the planning of language programs.Theory of Language and LearningFunctional and interactional perspective on the n

3、ature of language (language learning always needs to be connected to the social context it is used in.)Language is seen as “a medium of interaction and communication between people” who want to achieve “specific goals and purposes”.Mosaic approach to language learning (language can be divided into a

4、ppropriate parts and subparts).SyllabusCompetency-based Language Teaching “is designed not around the notion of subject knowledge but around the notion of competency.”Criterion-based assessment is essential for CBLT. Students have to perform specific language skills which they have already learned d

5、uring the course. Learning ActivitiesSystematically designed activities to achieve a certain competenceReal-world tasks which “may be related to any domain of life”, especially to survival-oriented and work-related situations in a new environment .For example Job Application, Job Interview, or Work

6、Schedules Eight Key Features A focus on successful functioning in society A focus on life skills to determine Task- or performance-centered orientation Modularized instruction Outcomes that are made explicit a priori Continuous and ongoing assessment Demonstrated mastery of performance objectives In

7、dividualized, student-centered instructionRole of TeacherSelect learning activities and to design a syllabus according to the competency the students are going to acquire.Give clear orders and explanations to make sure that every student understands the task they are going to deal with.Provide posit

8、ive and constructive feedback in order to help the students to improve their skills.Role of LearnerDecide whether the competencies are useful and relevant for him/herLearn and perform the skill After they mastered their skills, they move into a more proficient group of students.The main goal of the

9、learner is to be able to adapt and transfer knowledge from one setting to another.MaterialsSample texts and assessment tasks that relate to the competencyThese materials are used to provide the students with “the essential skills, knowledge, attitudes, and behaviors required for effective performanc

10、e of a real-world task or activity”Procedurestege 1 and 2. related to general language development.stage 3. learners are grouped according to their further study.stage 4. leading to an advanced certificate in speaking and writingeach stage are divided into 4 domins: knowlege and learning competencie

11、s, oral competencies, reading competencies, writing competenciesSummary: creditsThe competencies are specific and practicalThe leaner can judge whether the competencies seem relevant and usefulcompetencies can be mastered one at a time so the learner can see what has been learned and what still remains to be learned.Summary: criticisimsDifficult to develop lists of competencies for every specific situationMany areas in which people need certain competencies are impos