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1、Charpter13Compentency BasedLanguageTeaching 2016 11 LOREMIPSUMDOLOR 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 MostMs AsMostMs AsinthisbookfocusoninputstoLLbyimprovingsyllabuses materials andactivitiesorbychangingtheroleofLs TsformoreeffectiveLL Competency BasedEducationCB
2、Ebycomparisonisaneducationalmovementfocusesonoutcomesoroutputsoflearninginthedevelopmentoflanguageprograms Background CBEaddresseswhatthelearnersareexpectedtodowiththelanguage howevertheylearnedtodoit CBEemergedintheUSinthe1970sandreferstoaneducationalmovementthatadvocatesdefiningeducationalgoalsint
3、ermsofprecisemeasurabledescriptionsoftheknowledge skills andbehaviorsSsshouldpossessattheendofacourseofstudy 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不是输入 主张将教育目标确定为可测量的知识 技能 行为 能力导向型教学法是美国19世纪70年代兴起的一项教育运动 能力导向型教学法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 CharacteristicsofCBE 1 类似之处CBEhasmuchincommonwiths
4、uchapproachestolearningasperformance basedinstruction成果导向型 masterylearning掌握型学习andindividualizedinstruction个性化指导 Itisoutcome basedandisadaptivetothechangingneedsofstudents teachersandthecommunity 2 不同之处 CompetenciesdifferfromothergoalsandobjectivesinthattheydescribetheS sabilitytoapplybasicandothers
5、killsinsituationsthatarecommonlyencounteredineverydaylife ThusCBEisbasedonasetofoutcomesthatarederivedfromananalysisoftaskstypicallyrequiredofstudentsinrealsituations 日常生活场景为依据 角色 能力 要求 CBLT的出现及发展 Bytheendof1970 IthasbeenwidelyadoptedLanguagedesignforwork relatedandsurvival orientedEspeciallyforadul
6、ts CBLT的出现及发展 Revently Reemerge ReemergeinsomepartsoftheworldAmajorapproachtoplanlanguagepro themostimprotantbreakthroughinadultESL CBLT的出现及发展 Bythe1990s thestate of the artapproachtoadultESLbynationalpolicymakersandleadersincurriculumdevelopmentaswell KP141 下方 AdvocatesofCBLTseeitasapowerfulandposi
7、tiveagentofchange Teaching Assessment Offer teachershaveachancetorevitalizetheireducationandtrainingprograms Improvements 1 thequalityofassessment 2 thequalityofteaching 3 students learningReasons theclearspecificationofexpectedoutcomesandthecontinuousfeedbackBeneficialeffects alllevelsandkindsofedu
8、cationandtraining primaryschool university academicstudies workplacetraining FurtherdevelopmentofCBLT TheWashingtonD C basedCenterforAppliedLinguisticsundercontracttotheTESOL TeachingEnglishtoSpeakersofOtherlanguages organizationundertooktodeveloptheK 12 school standardsforESL whichwerecompletedin19
9、97 KP142 TheESLstandards ThreeGoalsandNineStandards Eachstandardisfurtherexplicatedbydescriptors sampleprogressindicators andclassroomvignetteswithdiscussionsGrade levelClusters 等级族群Pre K 3 4 8 and9 12 Eachclusteraddressesallgoalsandstandardswithdescriptors progressindicators andvignettesspecifictot
10、hatgraderange FeaturesofCBLT InBritaininthe1980s ForeignlanguageteachingmovementGradedObjectivesMovement多级目标运动 Gradedobjectives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显著的成就之一 Approach Theoryoflanguageandlearning TheoryoflanguageTheoryoflearningCentraltobothlanguageandlearn
11、ingtheory mosaic SharefeatureswithComminicativeLanguageTeaching Theoryoflanguage CBLTisbasedonafunctionalandinteractionalperspectiveonthenatureoflanguage 主张建立社会语境socialcontexts和语言language之间的关系Languagealwaysoccursasamediumofinteractionandcommunicationbetweenpeoplefortheachievementofspecificgoalsandpu
12、rposes 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 Theoryoflearning CBLTshareswithbehavioristviewsoflearningthenotionthatlanguageformcanbeinferredfromlanguagefunction thatis certainlifeencounterscallforcertainkindsoflanguage ThisassumesthatdesignersofCBLTcompetencies
13、canaccuratelypredictthevocabularyandstructureslikelytobeencounteredinthoseparticularsituationsthatarecentraltothelifeofthelearnerandcanstatetheseinwaysthatcanbeusedoorganizeteaching learningunits Predicatable CentraltobothL Ltheoryistheviewthatlanguagecanbefunctionallyanalyzedintoappropriatepartsand
14、subparts thatsuchpartsandsubpartscanbetaught andtested incrementally 增加地 逐渐增量地 分解 慢慢学 Centraltobothlanguageandlearningtheory mosaic CBLTtakesa mosaic 马赛克 拼合而成的 approachtoLLinthatthe whole communicativecompetence isconstructedfromsmallercomponentscorrectlyassembled Whole Part1 Part2 Part3 CBLTisbuilt
15、aroundthenotionofCCandseekstodevelopfunctionalcommunicationskillsinlearners CBLTthussharessomefeatureswithCLT 看重交际技能 ObjectivesKP144 Generalgoal 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 Thefinalgoal ToenableSstobecomeautonomousindividualscapableofcopingwiththedemandsoftheworld Design Th
16、esyllabusKP143 从传统大纲设计 CBT大纲设计 Traditionalapproach Theuseofone sunderstandingofsubjectTostartwithwhatisgoingtoteachAsyllabusaredevelopedaroundthesubjectHavelittleroleintheteaching Assessmentisbasedonnormreferencing CBEapproach CBLTisdesignednotaroundthenotionofsubjectknowledgebutaroundthenotionofcompetency ThefocusmovesfromwhatSsknowaboutlanguagetowhattheycandowithit Thefocusoncompetenciesorlearningoutcomesunderpins 加强 的基础 thecurriculumframeworkandsyllabusspecification teachingstrategies assessm
