能力导向型教学法CompetencyBased Language Teaching

1、13 Competency-Based Language Teaching (CBLT)BackgroundCompetency-Based Education (CBE) refers to an educational movement that advocates defining educational goals in terms of precise measurable descriptions of the knowledge, skills, and behaviors students should possess at the end of a course of the

2、 study.The distinctive feature of CBE is the focus on output, outcome or competence.Three phases of CBE:1960s-1980s behavioristic approach (vocation-related competency)1980s-1990s behavioristic approach + generic skills Recent years specific competence + thinking + complicated working conditionsBack

3、ground(-黄福涛.能力本位教育的历史与比较研究J. 中国高教研究,2012:27-31)CBE教学体系的原理：1.任何学生如果给予高水平的指导都可以熟练的掌握所 学的内容。2.不同学生，学习成绩之所以不同是因为学习环境不充 分，而不是学生本身的差异，大多数学生，若有适合 自己的学习条件，那么在学习能力、学习进度、学习 动力等方面都会很相似。3.教育工作者应该重视学，而不是重视教。4.在教与学的过程中，最重要的是学生接受指导的方式 方法和指导质量。Background(王淑玲,褚健.加拿大 CBE教学模式带给我的体会J.教育研究,2012:12-14)Competency-Based La

4、nguage Teaching (CBLT) is the application of the principles of CBE to language teaching.BackgroundA job contains 8 to 12 comprehensive competence; each of them includes 5 to 30 specific skills or sub-competence on which the teaching units or curricular are based.(王淑玲,褚健.加拿大 CBE教学模式带给我的体会J.教育研究,2012:

5、12-14)CBLT shares features of the graded objectives movements.Weddel (2006) outlines the components of CBE and says the approach consists four parts.An assessment of the learnersneedsThe selection of the competenciesThe target instructionAn evaluation of the competency attainmentBackgroundNkwetisama

6、, C. M.(2012). The competency based approach to English language education and the walls between the classroom and the society in Cameroon: Pulling down the walls” Theory and Practice in Language Studies, 2(3), 516-523Approach: Theory of language and learning1.CBLT is based on a functional and inter

7、actional perspective on the nature of language.2. Language form can be inferred from language function.3. Language can be functionally analyzed into appropriate parts and subparts.4. CBLT is also built around the notion of communicative competence and seeks to develop functional cimmnuication skills

8、 in learners.Design: Objectives, syllabus, role of learners and teachers Objectives: The ability of outputThe major areas of human activities which Spencer believed should be the basis for curricular objectives.Numerous sub-objectives What do you think of the micro-aspects like vocabulary, grammar,

9、etc? QuestionSyllabus:CBE is designed not around the notion of subject knowegd but around the notion of competence; the focus is not the knowledge but what students can do with it.studnts are assessed according to how well they can perform on specific learning task instead of norm referencing.Design

10、: Objectives, syllabus, role of learners and teachers Design: Objectives, syllabus, role of learners and teachers Role of learners and teachers:leaners-centered, active participants of whole learning processfacilitators, evaluators, organizers (creating leaning situation), monitors (monitoring the s

11、trengths and weakness of learners in order the effective learning takes place)Design: Objectives, syllabus, role of learners and teachers Eight key features involved in the implementation of CBE:1. A focus on successful functionning in society.2. A focus on life skills.3. Task - or performance-cente

12、red orientation.4. Modularized instruction.（e.g. formulaic speech）5. Outcomes that are made explicit in advance.6. Continuous and ongoing assessment.7. Demonstrated mastery of performance objectives.8. Individualized, student-centered instruction.Procedure (a lesson plan)A CBLT lesson plan calls for

13、: Presentation of the problem-solving situation Systematisation (constructivism) previously learned elements + new elements. rules 3) Application of the new knowledge4) Partial Integration Activities: The teacher provides a new complex situation (in reality) in which the skills can be exercised . St

14、rengths and weakness The competencies are specific and practical and can be seen to relate to the learners needs and interests. The learner can judge whether the competencies seem relevant and useful. The competencies that will be taught and tested are specific and public-hence the learner knows exa

15、ctly 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. No valid procedures available to develop competency lists for most programs. (Tollefson,1986) The sum of the parts does not equal the complexit

16、y of the whole. It prepares students to fit into the status quo. It ignores the developments of thinking skills.Strengths and weaknessComments: It deserves merits for its emphasis on output. The feature Continuous and ongoing assessment should be advocated. It has no strict criterion to decide wheth

17、er a competence belongs to a job or not. It is ideal for learners in China though it seems so effective and interesting.常模参照：常模参照测验以鉴别学生个别差异为指导思想，目的是为了测得学生在所处团体中的相对水平。常模实际上即是该团体在测验中的平均成绩，学生成绩便是以常模为参照标准来确定的。这一测验衡量的是学生的相对水平，故其评分属相对评价范畴。 标准参照测验（Criterion-Referenced Test）又称准则参照测验。一种精心编制的，在一定的行为领域上按照具体的行为标准水平对被试的测验结果作出直接解释的测验。它为人们提供了有关被试是否达到某种行为标准水平或要求的信息，是一种与以经典测验理论为基础的常模参照测验相对的测验类型 The teaching of pronunciation, vocabulary and grammar is accuracy- oriented while focus on the holistic categories of topic, situations, notions, and