13Competency-basedlanguageteaching能力導向型教學法BackgroundMostmethodsandapproachesfocusoninputstolanguagelearningbyimprovingsyllabuses,materials,andactivitiesorbychangingtheroleoflearnersandteachersformoreeffectivelanguagelearning.Competency-BasedEducation(CBE)bycomparisonisaneducationalmovementfocusesonoutcomesoroutputsoflearninginthedevelopmentoflanguageprograms.BackgroundCBEaddresseswhatthelearnersareexpectedtodowiththelanguage,howevertheylearnedtodoit.CBEemergedintheUSinthe1970sandreferstoaneducationalmovementthatadvocatesdefiningeducationalgoalsintermsofprecisemeasurabledescriptionsoftheknowledge,skills,andbehaviorsssshouldpossessattheendofacourseofstudy.Background能力導向型教學法源于美國70年代出現的能力型教育運動,提倡多方位制定教育目標，主要從課程學習結束時學生所必須掌握的知識，技能，行為習慣等方面。將這一方法應用到語言教學中來，教學目標就是訓練學生的輸出型能力。為了培養(yǎng)學生未來生活所需的能力，能力型教育運動極其重視學習結果而不是輸入，主張將教育目標確定為可測量的知識、技能、行為。CharacteristicsofCBECBEhasmuchincommonwithsuchapproachestolearningasperformance-basedinstruction成果導向型,masterylearning掌握型學習andindividualizedinstruction個性化指導.Itisoutcome-basedandisadaptivetothechangingneedsofstudents,teachersandthecommunity…Competenciesdifferfromothersgoalsandobjectivesinthattheydescribethestudents’abilitytoapplybasicandotherskillsinsituationsthatarecommonlyencounteredineverydaylife(日常生活場景為依據).CharacteristicsofCBEThusCBEisbasedonasetofoutcomesthatarederivedfromananalysisoftaskstypicallyrequiredofstudentsinliferolesituations.角色—能力—要求EmergenceofCBLTCBLTisanapplicationoftheprinciplesofCBEtoLT.Hasbeenwidelyadoptedbytheendofthe1970s,particularlyasthebasisforthedesignofwork-relatedandsurvival-orientedLTprogramsforadults.Recentlyreemergedinsomepartsoftheworld(asAustralia)asamajorapproachtotheplanningoflanguageprogramwithCBESLcurriculaas“themostimportantbreakthroughinadultESL”.Bythe1990s,CBLThadcometobeacceptedas“thestate-of-the-artapproachtoadultESLbynationalpolicymakersandleadersincurriculumdevelopmentaswell”:By1986,anyrefugeeintheUShadtoenrolledinCBprogram.FurtherdevelopmentofCBLTAdvocatesofCBLTseeitasapowerfulandpositiveagentofchange.ThemostrecentrealizationofaCompetencyperspectiveintheUSisfoundinthe“standards”movement,whichhasdominatededucationaldiscussionssincethe1990s.FurtherdevelopmentofCBLTESLteachingintheUSwasalateentryinthestandardsmovement.TheWashingtonD.C.-basedCenterforAppliedLinguisticsundertooktodeveloptheK-12“school”standardsforESL.TheESLstandardsareframearoundthreegoalsandninestandards.Eachstandardisfurtherexplicatedbydescriptors,sampleprogressindicators,andclassroomvignetteswithdiscussions.Thestandardssectionisorganizedintograde-levelclusters:pre-K-3,4-8,and9-12.Eachclusteraddressesallgoalsandstandardswithdescriptors,progressindicators,andvignettesspecifictothatgraderange.FeaturesofCBLTCBLTsharesfeaturesofthegradedobjectivesmovementthatwasproposedasaframeworkfororganizingforeignlanguageteachinginBritaininthe1980s:Gradedobjectivesmeansthedefinitionofaseriesofshort-termgoals,eachbuildingupontheonebefore,sothatthelearneradvancesinknowledgeandskill.ThesettingupofgradedobjectivesschemesinUKsecondaryschoolshasbeenoneofthemostremarkablephenomenainmodern-languagelearninginlate1970s.指制定的一系列短期目標，每一個目標順次推進，因此，學習者可以逐步實現對知識和技能的掌握。在英國，這種語言學習的方式被認為是語言學習最顯著的成就之一。Approach:TheoryoflanguageCBLTisbasedonafunctionalandinteractionalperspectiveonthenatureoflanguage.Itseekstoteachlanguageinrelationtothesocialcontextsinwhichitisused.Languagealwaysoccursasamediumofinteractionandcommunicationbetweenpeoplefortheachievementofspecificgoalsandpurposes.CBLThasforthisreasonmostoftenbeenusedasaframeworkforLTinsituationswherelearnershavespecificneedsandareinparticularrolesandwherethelanguageskillstheyneedcanbefairlyaccuratelypredictedordetermined.Approach:Theoryoflanguage能力導向型經常用于建立情景教學模式，語言學習者通常有特殊學習需要和目的，或特殊社會角色，而他們的語言技能可以根據這些目標被準確的預測和決定。Approach:TheoryoflearningCBLTshareswithbehavioristviewsoflearningthatlanguageformcanbeinferredfromlanguagefunction;thatis,certainlifeencounterscallforcertainkindsoflanguage.Centraltobothlanguageandlearningtheoryistheviewthatlanguagecanbefunctionallyanalyzedintoappropriatepartsandsubparts:thatsuchpartsandsubpartscanbetaught(andtested)incrementally.(分解，慢慢學，逐量增加)Approach:TheoryoflearningCBLTtakesa“mosaic”(馬賽克、拼合而成的)approachtolanguagelearninginthatthe“whole”(communicativecompetence)isconstructedfromsmallercomponentscorrectlyassembled.CBLTisbuiltaroundthenotionofcommunicativecompetenceandseekstodevelopfunctionalcommunicationskillsinlearners.CBLTthussharessomefeatureswithCommunicativeLanguageTeaching.Design:ObjectivesCBLTseekstodevelopstudents’competenciesfromwhattheyknowaboutlanguagetowhattheydowithit,especiallyessentialskills,knowledge,attitudes,andbehaviorsrequiredforeffectiveperformanceofareal-worldtaskoractivity.能力導向型旨在發(fā)展學生從“知”到“做”的能力，尤其是在生活環(huán)境中從事有效活動所必須的能力，知識，態(tài)度和行為。Design:ObjectivesThefinalgoalistoenablestudentstobecomeautonomousindividualscapableofcopingwiththedemandsoftheworld.Design:ThesyllabusCBLTisdesignednotaroundthenotionofsubjectknowledgebutaroundthenotionofcompetency.(不以教學內容為主，以能力為主)Thefocusmovesfromwhatstudentsknowaboutlanguagetowhattheycandowithit.(從“知”到“做”)Design:ThesyllabusThefocusoncompetenciesorlearningoutcomesunderpins(加強…的基礎)thecurriculumframeworkandsyllabusspecification,teachingstrategies,assessmentandreporting.(增加了大綱及教學、評測等系統的精確度)Insteadofnorm-referencedassessment,criterion-basedassessmentproceduresareusedinwhichlearnersareassessedaccordingtohowwelltheycanperformonspecificlearningtasks.(標準有別，因才施測，測試與任務結合)Design:ThesyllabusCompetenciesconsistofessentialskills,knowledge,attitudes,andbehaviorsrequiredforeffectiveperformanceofareal-worldtaskoractivity.(以真實世界的活動為導向)Design:TypesofactivitiesClassroomteachingactivitiesarebasedonthereal-worldtaskoractivity.

Theseactivitiesarerelatedtoanydomainoflife,thoughhavetypicallybeenlinkedtothefieldofworkandtosocialsurvivalinanewenvironment,suchasinavocationallyorientedESLcurriculumforimmigrantsandrefugeesinclude:TaskPerformance,SocialLanguage,JobApplicationorJobInterview.FactorsinvolvedintheimplementationofCBEprogramAfocusonsuccessfulfunctioninginsocietyAfocusonlifeskillsTask-orperformance-centeredorientationModularizedinstructionOutcomesthataremadeexplicitaprioriContinuousandongoingassessmentDemonstratedmasteryofperformanceobjectivesIndividualized,student-centeredinstructionAdvantagesofCBLT---Fromthelearner’spointofviewThecompetenciesarespecificandpracticalandcanbeseentoberelatedtothelearner’sneedsandinterests.(針對+實用+個性化)Thelearnercanjudgewhetherthecompetenciesseemrelevantanduseful.(自主性)Thecompetenciesthatwillbetaughtandtestedarespecificandpublic,hencethelearnerknowsexactlywhatneedstobelearned.(目標性)Competenciescanbemasteredoneatatimesothelearnercanseewhathasbeenlearnedandwhatstillremainstobelearned.(分步性)ProcedureAfour-stageframeworkoperatesasthefollowing:Afteraninitialassessment,ssareplacedwithintheframeworkonthebasisoftheircurrentEnglishproficiencylevel,theirlearningpace,theirneedsandtheirsocialgoalsforlearningEnglish.ThetwelvecorecompetenciesatStage1and2relatetogenerallanguagedevelopment…Atstage3,lsaremoreoftengroupedaccordingtotheirgoalfocusandcompetenciesaredefinedaccordingtothethreesyllabusstrandsofFurtherStudy,VocationalEnglish,andCommunityAccess…Thecompetencydescriptionsateachstagearedividedintofourdomains…:Procedure1.Knowledgeandlearningcompetencies2.Oralcompetencies2.Readingcompetencies4.WritingcompetenciesAllcompetenciesaredescribedintermsofthefollowingfactors(p.147)SummaryCBLThasbeenembracedwithenthusiasmbylargesectionsoftheESLprofession,butitmeetswithmuchcriticismbothpracticalandphilosophical.Thereisastructureofsociallyprescribedknowledgetobemasteredbystudents.Here,thefunctionofeducationistotransmittheknowledgeandtosocializelearnersaccordingtothevaluesofthedominantsoci