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COMPETENCY
BASED LANGUAGE TEACHING
WRTTEN BY
NAME : SURYANI
NIM : 141100855
SUBJECT : METHOD OF TEACHING
DIFFERENCES
Approach
Method Technique
Approach Assumption
Method Plan
Technique Trick
COMPETENCY
Nature talent and practical skill
State or quality
Ability
Potency
BACKGROUND of CBLT:
America (USA)
1970’s
Application of CBE
THEORIES of CBLT:o Functional and interactional
perspective.
oRelation to the social context.
oBehaviorist views of learning.
oMosaic approach to language learning.
oCommunicative competence.
PRINCIPLESSystematically
Focus on the outcomes or output
Spell out exactly
Help student learn one thing well
SYLLABUS Consists of functional topics
which have subparts
On norm reverenced-assessment but criterion reverenced-assessment
Assessment is done through student demonstration
LEARNING ACTIVITIES
Systematically design activities
Real-work task-activities linked to the field of work and to social survival
Work schedules Job application Job interview
KEY FEATURES
Successful functioning in society
Life skills
Task- or performance-centered orientation
Modularized instruction
(Continues of key features)
Continues and ongoing assessment
Outcome that are made explicit a priori
Demonstrated mastery of performance objectives
Individualized, student-centered instruction
TEACHER’S RULES
Correct the student immediately
Give positive feedback
Aware of learners needs
Adjust the syllabus and the activities according to learners needs
STUDENT’S RULES
Judge the relevancy and usefulness the activities
Should demonstrated the learnt behavior
MATERIALS
Sample texts related to competency
PROCEDURES
Initial assessment (placement)
Completion of subpart with the assessment and moving on to the next unit
CRITICISMNo valid procedures to develop competency lists
Many areas are impossible to operationalize
Dividing activities into subparts is a reductionist approach
Makes refugees to be passive citizens
Thank you for attention
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