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13Competency-BasedLanguageTeaching(CBLT)BackgroundCompetency-BasedEducation(CBE)referstoaneducationalmovementthatadvocatesdefiningeducationalgoalsintermsofprecisemeasurabledescriptionsoftheknowledge,skills,andbehaviorsstudentsshouldpossessattheendofacourseofthestudy.ThedistinctivefeatureofCBEisthefocusonoutput,outcomeorcompetence.ThreephasesofCBE:1960s-1980sbehavioristicapproach(vocation-relatedcompetency)1980s-1990sbehavioristicapproach+genericskillsRecentyearsspecificcompetence+thinking+complicatedworkingconditionsBackground(-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-BasedLanguageTeaching(CBLT)istheapplicationoftheprinciplesofCBEtolanguageteaching.BackgroundAjobcontains8to12comprehensivecompetence;eachofthemincludes5to30specificskillsorsub-competenceonwhichtheteachingunitsorcurriculararebased.(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)CBLTsharesfeaturesofthegradedobjectivesmovements.Weddel(2006)outlinesthecomponentsofCBEandsaystheapproachconsistsfourparts.Anassessmentofthelearners’needsTheselectionofthecompetenciesThetargetinstructionAnevaluationofthecompetencyattainmentBackgroundNkwetisama,C.M.(2012).ThecompetencybasedapproachtoEnglishlanguageeducationandthewallsbetweentheclassroomandthesocietyinCameroon:Pullingdownthewalls”TheoryandPracticeinLanguageStudies,2(3),516-523Approach:Theoryoflanguageandlearning1.CBLTisbasedonafunctionalandinteractionalperspectiveonthenatureoflanguage.2.Languageformcanbeinferredfromlanguagefunction.3.Languagecanbefunctionallyanalyzedintoappropriatepartsandsubparts.4.CBLTisalsobuiltaroundthenotionofcommunicativecompetenceandseekstodevelopfunctionalcimmnuicationskillsinlearners.Design:Objectives,syllabus,roleoflearnersandteachersObjectives:TheabilityofoutputThemajorareasofhumanactivitieswhichSpencerbelievedshouldbethebasisforcurricularobjectives.Numeroussub-objectivesWhatdoyouthinkofthemicro-aspectslikevocabulary,grammar,etc?QuestionSyllabus:CBEisdesignednotaroundthenotionofsubjectknowegdbutaroundthenotionofcompetence;thefocusisnottheknowledgebutwhatstudentscandowithit.studntsareassessedaccordingtohowwelltheycanperformonspecificlearningtaskinsteadofnormreferencing.Design:Objectives,syllabus,roleoflearnersandteachersDesign:Objectives,syllabus,roleoflearnersandteachersRoleoflearnersandteachers:leaners-centered,activeparticipantsofwholelearningprocessfacilitators,evaluators,organizers(creatingleaningsituation),monitors(monitoringthestrengthsandweaknessoflearnersinordertheeffectivelearningtakesplace)Design:Objectives,syllabus,roleoflearnersandteachersEightkeyfeaturesinvolvedintheimplementationofCBE:1.Afocusonsuccessfulfunctionninginsociety.2.Afocusonlifeskills.3.Task-orperformance-centeredorientation.4.Modularizedinstruction.（e.g.formulaicspeech）5.Outcomesthataremadeexplicitinadvance.6.Continuousandongoingassessment.7.Demonstratedmasteryofperformanceobjectives.8.Individualized,student-centeredinstruction.Procedure(alessonplan)ACBLTlessonplancallsfor:1)Presentationoftheproblem-solvingsituation2)Systematisation(constructivism)previouslylearnedelements+newelements.rules3)Applicationofthenewknowledge4)PartialIntegrationActivities:Theteacherprovidesanewcomplexsituation(inreality)inwhichtheskillscanbeexercised.Strengthsandweakness1.Thecompetenciesarespecificandpracticalandcanbeseentorelatetothelearner’sneedsandinterests.2.Thelearnercanjudgewhetherthecompetenciesseemrelevantanduseful.3.Thecompetenciesthatwillbetaughtandtestedarespecificandpublic--hencethelearnerknowsexactlywhatneedstobelearned.4.Competenciescanbemasteredoneatatimesothelearnercanseewhathasbeenlearnedandwhatstillremainstobelearned.1.Novalidproceduresavailabletodevelopcompetencylistsformostprograms.(Tollefson,1986)2.Thesumofthepartsdoesnotequalthecomplexityofthewhole.3.Itpreparesstudentstofitintothestatusquo.4.Itignoresthedevelopmentsofthinkingskills.StrengthsandweaknessComments:1.Itdeservesmeritsforitsemphasisonoutput.2.ThefeatureContinuousandongoingassessmentshouldbeadvocated.3.Ithasnostrictcriteriontodecidewhetheracompetencebelongstoajobornot.4.ItisidealforlearnersinChinathoughitseemssoeffectiveandinteresting.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-ReferencedTest）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Theteachingofpronunciation,vocabularyandgrammarisaccuracy-orientedwhilefocusontheholisticcategoriesoftopic,situations,notions,andfunctionsisfluency-oriented.Withfluency,emphasisisonproducingappropriatelanguageincontextandequalimportanceisattachedtoformandmessage.Thisisthenthecasewiththefourskillsoflistening,speaking,readingandwritingwhereemphasisisloweredonaccuracy.