17815219
Descrição
Mapa Mental por Julieth Campo, atualizado more than 1 year ago
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Criado por Julieth Campo
mais de 5 anos atrás
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Competency-Based
Language Teaching
- Is an educational
movement that focuses
on the
- Outcomes
- Outputs
- The focus on outputs
rather than on inputs,
is central to the
competencies
perspective.
- The focus on outputs
rather than on inputs,
is central to the
competencies
perspective.
- Of learning in the
development of
language programs.
- Outcomes
- It addresses what the
learners are expected to
do with the language
- And also it is outcome-based and is
adaptive to
- The
changing
needs of
- Students
- Teachers
- Comunity
- Students
- The
changing
needs of
- And also it is outcome-based and is
adaptive to
- Refers to an educational
movement that
advocates
- Defining educational
goals in terms of
precise measurable
descriptions of the:
- Knowledge
- Skills
- Behaviors
- That students should
possess at the end of
a course of study.
- Knowledge
- Defining educational
goals in terms of
precise measurable
descriptions of the:
- It is based on a
functional and
interactional
perspective on the
nature of language.
- And it seeks to
teach language in
relation to the
social contexts in
which it is used.
- And it seeks to
teach language in
relation to the
social contexts in
which it is used.
- Advantages
- The competencies are specific
and practical and can be seen to
relate to the learner’s needs and
interests.
- The learner can judge whether the
competencies seem relevant and
useful
- The competencies that will be
taught and tested are specific and
public – hence the learner knows
exactly what needs to be learned.
- Competencies can be
mastered one at a time
so the learner can see
what has been learned
and what still remains
to be learned.
- The competencies are specific
and practical and can be seen to
relate to the learner’s needs and
interests.
- Disadvantages
- Tollefson (1986) argues that it
doesn't have no valid
procedures available to
develop competency lists for
most programs.
- Many of the areas for which
competencies are needed
are impossible to
operationalize.
- It has also been claimed that dividing activities up
into sets of competencies is a reductionist
approach.
- Tollefson (1986) argues that it
doesn't have no valid
procedures available to
develop competency lists for
most programs.
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