Competency-Based language learning Approach

Competency-Based Approach

The Competency-Based training method was developed primarily for Industry. The training was based on what people were expected to do in the workplace. It emphasized what people could actually do as a result of their training rather than simply looking at the amount of training that the employees attended.

This method allowed trainers to match the training with required job competencies thereby making the training totally relevant to the needs of the employee.

This in turn increased the motivation of the trainees because they could see the direct relevance of what they were studying. It also kept the trainees task oriented and active. Last but not least, it made the assessment process easier because the outcomes required were clearly stated in the competency standards.

The application of this training method to adult ESL education started in the mid 1970s. The Competency Based Approach or Competency Based Education (CBE) was first used in the language and orientation programs in refugee programs and adult literacy programs.

A CBE approach can be used for learners with academic, employment, and self-enrichment goals as well as for those with basic survival goals.


CBE Nuts & Bolts

Competency: an instructional objective described in task-based terms that include a verb describing a demonstrable skill such as answer, interpret, or request. Examples "Students will be able to ..."

Competencies include basic survival skills such as answering personal information questions, using public transportation, or obtaining food and shelter; or more academic or work-related skills such as taking notes during an academic lecture, following directions for a work-related task, explaining one's position on an issue, or distinguishing between fact and opinion in a newspaper article.

A CBE approach consists of four elements:

    assessment of learner needs
    selection of competencies based on those needs
    instruction targeted to those competencies
    evaluation of learners performance in those competencies.

Through the initial needs assessment and ongoing evaluation of learner goals and progress, competency-based programs are continually adapted and refined.


How It Works

The teacher first carries out a needs analysis to see how and where the students will need to use their English.

The teacher then defines some competencies (tasks) that the students will need to accomplish. For example, giving personal information, filling a form, making a doctor’s appointment, applying for work, and so on.

The teacher creates activities that will teach the students how to accomplish those competencies (tasks).

Finally the teacher evaluates the students on their ability to perform those tasks

source: teflworldwiki.com

Communicative language teaching

 Introduction
      

Communicative language teaching began in Britain in the 1960s as a replacement to the earlier structural method, called Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistis, such as Firth and Halliday, as well as American sociolinguists, such as Hymes , Gumperz and Labov and the writings of Austin and Searle on speech acts.

Approach

      
Theory of language
      

The functional view of language is the primary one behind the communicative method, as well as
     

Theory of learning
      

Not a great deal has been written about the learning theory behind the communicative approaches, but here are some principlesthat may be inferred:
      

    activities that involve real communication promote learning
    activities in which language is used for carrying out meaningful tasks promote learning
    language that is meaningful to the learner promotes learning

Design
      
Objectives
      

Here are some of the objectives of Communicative Language Teaching:
      

    students will learn to use languge as a means of expression
    students will use language as a means of expressing values and judgments
    students will learn to express the functions that best meet their own communication needs.

      
The syllabus
      

Communicative language teaching often uses a functional-notional syllabus. Yalden(1987) has classified a number of communicative syllabus types.
      
Types of learning techniques and activities
      

Communicative language teaching uses almost any activity that engages learners in authentic communication. Littewood, however has distinguished two major activity types:
      

    functional communication activities: ones aimed at developing certain language skills and functions, but which involve communication, and
    social interaction activities, such as conversation and discussion sessions, dialogues and role plays

Procedure
      

It is difficult to summarize the procedure in communicative classes because of the wide variety of activities used