Chapter-13-Competency-Based-Language-TeachingPPT文件格式下载.ppt

Chapter-13-Competency-Based-Language-TeachingPPT文件格式下载.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