13 Competency-based language teaching能力导向型教学法
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US is found in the “standards” movement, which has dominated educational discussions since the 1990s.
Further development of CBLT
• ESL teaching in the US was a late entry in the standards movement.
Approach: Theory of language
• 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。
Approach: Theory of learning
• CBLT shares with behaviorist views of learning that language
• 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 是语言学习最显著的成就之一。
Approach: Theory of language
• CBLT is based on a functional and interactional
students, teachers and the community… Competencies differ from others goals and objectives in that they describe the students’ ability to apply basic and other skills in situations that are commonly encountered in everyday life (日常生活场景为依据). performance-based instruction 成果导向型, mastery learning 掌握 型学习and individualized instruction个性化指导.
perspective on the nature of language.
• It seeks to teach language in relation to the social contexts in which it
is used. • Language always occurs as a medium of interaction and communication between people for the achievement of specific goals and purposes. CBLT has for this reason most often been used as a framework for LT in situations where learners have specific needs and are in particular roles and where the language skills they need can be fairly accurately predicted or determined.
ຫໍສະໝຸດ Baidu
Further development of CBLT
• Advocates of CBLT see it as a powerful and positive agent of
change.
• The most recent realization of a Competency perspective in the
不是输入，主张将教育目标确定为可测量的知识、技能、行为。
Characteristics of CBE
• CBE has much in common with such approaches to learning as • It is outcome-based and is adaptive to the changing needs of
• 角色—能力—要求
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
Features of CBLT
• CBLT shares features of the graded objectives movement that was
proposed as a framework for organizing foreign language teaching in Britain in the 1980s:
Background
• 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
13 Competency-based language teaching
能力导向型教学法
Background
• Most methods and approaches focus on inputs to language
learning by improving syllabuses, materials, and activities or by changing the role of learners and teachers for more effective language learning. Competency-Based Education (CBE) by comparison is an educational movement focuses on outcomes or outputs of learning in the development of language programs.
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.
The Washington D.C.-based Center for Applied Linguistics undertook to develop the K-12 “school” standards for ESL. The ESL standards are frame around three goals and nine standards. Each standard is further explicated by descriptors, sample progress indicators, and classroom vignettes with discussions. The standards section is organized into grade-level clusters: pre-K-3, 4-8, and 9-12. Each cluster addresses all goals and standards with descriptors, progress indicators, and vignettes specific to that grade range.
Characteristics of CBE
• 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.
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.
language can be functionally analyzed into appropriate parts and subparts: that such parts and subparts can be taught (and tested) incrementally. (分解，慢慢学，逐量增加)
Background
• 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, 提倡多方位制
定教育目标，主要从课程学习结束时学生所必须掌握的知识，技能，行为 习惯等方面。
• 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。
• 为了培养学生未来生活所需的能力，能力型教育运动极其重视学习结果而
• Graded objectives means the definition of a series of short-term goals,
each building upon the one before, so that the learner advances in knowledge and skill. The setting up of graded objectives schemes in UK secondary schools has been one of the most remarkable phenomena in modern-language learning in late 1970s.
Approach: Theory of learning
• CBLT takes a “mosaic” (马赛克、拼合而成的) approach to
language learning in that the “whole” (communicative competence) is constructed from smaller components correctly assembled.
form can be inferred from language function; that is, certain life encounters call for certain kinds of language.
• Central to both language and learning theory is the view that
Further development of CBLT
• ESL teaching in the US was a late entry in the standards movement.
Approach: Theory of language
• 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。
Approach: Theory of learning
• CBLT shares with behaviorist views of learning that language
• 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 是语言学习最显著的成就之一。
Approach: Theory of language
• CBLT is based on a functional and interactional
students, teachers and the community… Competencies differ from others goals and objectives in that they describe the students’ ability to apply basic and other skills in situations that are commonly encountered in everyday life (日常生活场景为依据). performance-based instruction 成果导向型, mastery learning 掌握 型学习and individualized instruction个性化指导.
perspective on the nature of language.
• It seeks to teach language in relation to the social contexts in which it
is used. • Language always occurs as a medium of interaction and communication between people for the achievement of specific goals and purposes. CBLT has for this reason most often been used as a framework for LT in situations where learners have specific needs and are in particular roles and where the language skills they need can be fairly accurately predicted or determined.
ຫໍສະໝຸດ Baidu
Further development of CBLT
• Advocates of CBLT see it as a powerful and positive agent of
change.
• The most recent realization of a Competency perspective in the
不是输入，主张将教育目标确定为可测量的知识、技能、行为。
Characteristics of CBE
• CBE has much in common with such approaches to learning as • It is outcome-based and is adaptive to the changing needs of
• 角色—能力—要求
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
Features of CBLT
• CBLT shares features of the graded objectives movement that was
proposed as a framework for organizing foreign language teaching in Britain in the 1980s:
Background
• 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
13 Competency-based language teaching
能力导向型教学法
Background
• Most methods and approaches focus on inputs to language
learning by improving syllabuses, materials, and activities or by changing the role of learners and teachers for more effective language learning. Competency-Based Education (CBE) by comparison is an educational movement focuses on outcomes or outputs of learning in the development of language programs.
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.
The Washington D.C.-based Center for Applied Linguistics undertook to develop the K-12 “school” standards for ESL. The ESL standards are frame around three goals and nine standards. Each standard is further explicated by descriptors, sample progress indicators, and classroom vignettes with discussions. The standards section is organized into grade-level clusters: pre-K-3, 4-8, and 9-12. Each cluster addresses all goals and standards with descriptors, progress indicators, and vignettes specific to that grade range.
Characteristics of CBE
• 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.
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.
language can be functionally analyzed into appropriate parts and subparts: that such parts and subparts can be taught (and tested) incrementally. (分解，慢慢学，逐量增加)
Background
• 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, 提倡多方位制
定教育目标，主要从课程学习结束时学生所必须掌握的知识，技能，行为 习惯等方面。
• 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。
• 为了培养学生未来生活所需的能力，能力型教育运动极其重视学习结果而
• Graded objectives means the definition of a series of short-term goals,
each building upon the one before, so that the learner advances in knowledge and skill. The setting up of graded objectives schemes in UK secondary schools has been one of the most remarkable phenomena in modern-language learning in late 1970s.
Approach: Theory of learning
• CBLT takes a “mosaic” (马赛克、拼合而成的) approach to
language learning in that the “whole” (communicative competence) is constructed from smaller components correctly assembled.
form can be inferred from language function; that is, certain life encounters call for certain kinds of language.
• Central to both language and learning theory is the view that