Chapter13能力导向型教学法

1、Charpter 13 Compentency-Based Language Teaching,2016.11,LOREM IPSUM DOLOR,能力导向型教学法源于美国70年代出现的能力型教育运动。 将这一方法应用到语言教学中来，教学目标就是训练学生的输出型能力。,Background,Most Ms 3)students learning Reasons: the clear specification of expected outcomes and the continuous feedback Beneficial effects:all levels and kinds of e

2、ducation and training; primary schooluniversity, academic studiesworkplace training.,Further development of CBLT,The Washington D.C.-based Center for Applied Linguistics under contract to the TESOL(Teaching English to Speakers of Other languages) organization undertook to develop the K-12 “school” s

3、tandards for ESL, which were completed in 1997.,KP142,The ESL standards,Three Goals and Nine Standards. Each standard is further explicated by descriptors, sample progress indicators, and classroom vignettes with discussions Grade-level Clusters.等级族群 Pre-K-3, 4-8, and 9-12. Each cluster addresses al

4、l goals and standards with descriptors, progress indicators, and vignettes specific to that grade range.,Features of CBLT,In Britain in the 1980s: Foreign language teaching movement Graded Objectives Movement多级目标运动,Graded objectives是指制定的一系列短期目标，每一个目标顺次推进，因此，学习者可以逐步实现对知识和技能的掌握。 在英国，这种语言学习的方式被认为是语言学习最

5、显著的成就之一。,Approach: Theory of language and learning,Theory of language Theory of learning Central to both language and learning theory: “mosaic” Share features with Comminicative Language Teaching,Theory of language,CBLT is based on a functional and interactional perspective on the nature of language

6、. 主张建立社会语境social contexts和语言language之间的关系 Language always occurs as a medium of interaction and communication between people for the achievement of specific goals and purposes. 【中介性】 因此，能力导向型经常用于建立情景教学模式，语言学习者通常有特殊学习需要和目的，或特殊社会角色，而他们的语言技能可以根据这些目标被准确的预测和决定。,Theory of learning,CBLT shares with behavio

7、rist views of learning the notion that language form can be inferred from language function; that is, certain life encounters call for certain kinds of language. This assumes that designers of CBLT competencies can accurately predict the vocabulary and structures likely to be encountered in those pa

8、rticular situations that are central to the life of the learner and can state these in ways that can be used o organize teaching/learning units.,Predicatable,Central to both L & L theory is the view that language can be functionally analyzed into appropriate parts and subparts: that such parts and s

9、ubparts can be taught (and tested) incrementally（增加地、逐渐增量地）.,【分解慢慢学】,Central to both language and learning theory: “mosaic”,CBLT takes a “mosaic”（马赛克、拼合而成的） approach to LL in that the “whole” (communicative competence) is constructed from smaller components correctly assembled.,【Whole=Part1+Part2+Pa

10、rt3.】,CBLT is built around the notion of CC and seeks to develop functional communication skills in learners.CBLT thus shares some features with CLT.,【看重交际技能】,Objectives KP144,General goal: 能力导向型旨在发展学生从“知”到“做”的能力，尤其是在生活环境中从事有效活动所必须的能力，知识，态度和行为。 The final goal: To enable Ss to become autonomous indiv

11、iduals capable of coping with the demands of the world.,Design: The syllabus KP143,从传统大纲设计 CBT大纲设计,Traditional approach,The use of ones understanding of subject To start with what is going to teach A syllabus are developed around the subject Have little role in the teaching. Assessment is based on n

12、orm referencing:,CBE approach,CBLT is designed not around the notion of subject knowledge but around the notion of competency. The focus moves from what Ss know about language to what they can do with it. The focus on competencies or learning outcomes underpins（加强的基础） the curriculum framework and sy

13、llabus specification, teaching strategies, assessment and reporting. Instead of norm-referenced assessment, criterion-based assessment procedures are used in which learners are assessed according to how well they can perform on specific learning tasks.,【不以教学内容为主，以能力为主】,【从“知”到“做”】,【标准有别，因才施测，测试与任务结合】

14、,【增加了大纲及教学，评测等系统的精确度】,Design: Types of activities,Classroom teaching activities are based on the real-world task or activity. These activities are related to any domain of life, though have typically been linked to the field of work and to social survival in a new environment,以真实世界的活动为导向,Factors inv

15、olved in the implementation of CBE program,A focus on successful functioning in society A focus on life skills Task- or performance-centered orientation Modularized instruction Outcomes that are made explicit a priori Continuous and ongoing assessment Demonstrated mastery of performance objectives I

16、ndividualized, student-centered instruction,Advantages of CBLTFrom the learners point view,The competencies are specific and practical and can be seen to related to the learners needs and interests. The learners can judge whether the competencies seem relevant and useful. The competencies that will

17、be taught and tested are specific and public, hence the learner knows exactly what needs to be learned. Competencies can be mastered one at a time, so the learner can see what has been learned and what still remains to be learned.,【针对+实用+个性化】,【自主性】,【目标性】,【分步性】,Disadvantages,There are in fact no vali

18、d procedures available to develop competency lists for most programs. 【涉及的能力领域太广impossible to organize】 Reductionist approach The sum of the parts does to equal the complexity of the whole CBTL is seen as prescriptivist in that it prepares students to fit into the status quo and maintain class relationship