Why we choose CBLT Teaching MethodThe reasons why our group is choosing CBLT as the guidance/method of our teaching will be discussed below, and we will divide our explanation of our reasons systematically as follow:1. CBLT as the Theory of Language and Learning 2. Competency-Based Language Teaching (CBLT) Syllabus Design 3. Learning Activities suggested by CBLT4. Eight Key Features of CBLT5. Role of Teacher In CBLT6. Role of Learner In CBLT7. Materials suggested by CBLT8. Teaching Procedures in CBLT9. Reasons of using Competency-Based Language Teaching (CBLT)Now, Please allow us begin from the first part of our explanations of using CBLT the method of our Language Teaching.1. CBLT as the Theory of Language and Learning a. Competency-Based Language Teaching (CBLT) is the functional and interactional perspective on the nature of language (Richards & Rodgers, 2001, p. 143) which means that language learning always needs to be connected to the social context it is used in. b. In Competency-Based Language Teaching (CBLT) Language is seen as a medium of interaction and communication between people who want to achieve specific goals and purposes (Richards & Rodgers, 2001, p.143).c. Competency-Based Language Teaching (CBLT) especially applies to situations in which the learner has to fulfill a particular role with language skills which can be predicted or determined for the relevant context (Richards & Rodgers, 2001, p.143).d. Competency-Based Language Teaching (CBLT) shares the behaviorist view of learning that certain life encounters call for certain kinds of language (Richards & Rodgers, 2001, p.143).e. In Competency-Based Language Teaching (CBLT) also is also considering another key aspect of both language and learning theory is the so called mosaic approach to language learning (Richards & Rodgers, 2001, p.143), which assumes that language can be divided into appropriate parts and subparts. Communicative competence is then constructed from these subparts put together in the correct order (Richards & Rodgers, 2001, p.143).f. CBLT is in some respects similar to Communicative Language Teaching (Richards & Rodgers, 2001, p.143).

2. Competency-Based Language Teaching (CBLT) Syllabus Design a. Competency-based Language Teaching is designed not around the notion of subject knowledge but around the notion of competency (Richards & Rodgers, 2001, p.144). The focus of CBLT syllabus is on how the students can use the language instead of their knowledge about the language. b. Schenck (1978) points out that the teacher provides a list of competencies which the course is going to deal with, and these are typically required of students in life role situations.c. CBLT is an outcome-based approach also influences the syllabus, especially the kind of assessment which is used. In contrast to norm-referenced assessment (Docking, 1994, p.16), which is used in many other teaching approaches and methods, criterion-based assessment (Docking, 1994, p.16) is essential for CBLT.d. The competencies tested consist of a description of the essential skills, knowledge, attitudes, and behaviors required for effective performance of a real-world task or activity (Richards & Rodgers, 2001, p.144). These performance-criteria form the basis for the assessment. Therefore, the syllabus design should be consisted as follow:a. Designed not around the notion of subject knowledge but around the notion of focuses on what students can do with language not what they know about language.b. Instead of norm-referenced assessment, criterion-based assessment procedures are used in which learners are assessed according to how well they can perform on specific learning tasks. (tells us how well students are performing on specific course or standards rather than just telling how their performance compare to group of students)c. Competency consists of knowledge attitudes, behaviors, for reals tasks and activities competencyd. Syllabus consists of functional topics which have subparts.e. Not norm referenced- assessment but criterion-referenced assessmentf. Assessment is done through student demonstration.3. Learning Activities suggested by CBLTa. Competency-Based Language Teaching (CBLT) activities are real-world tasks which may be related to any domain of life (Richards & Rodgers, 2001, p.144) but especially to survival-oriented and work-related situations in a new environment (Richards & Rodgers, 2001, p.144)b. Typical areas, for which such competency-based activities have been developed, are for example Job Application, Job Interview, or Work Schedules (Mrowicki, 1986).c. All these areas can be described as a collection of units of competencies which consist of specific knowledge, thinking processes, attitudes, and perceptual and physical skills (Docking, 1994, p.11). In short we can say that learning activities suggested by Competency-Based Language Teaching (CBLT) are:a) Systematically designed activitiesb) Real-world task activity linked to the field of work and to social survivalc) Work Schedule examples Job application Job interview

4. Eight Key Features of Competency-Based Language Teaching (CBLT)According to Auerbach (1986) there are eight key features which are essential for Competency-Based Language Teaching: a. Language functioning in society b. Concrete tasks of Life skills (language forms/skills) c. Performance-centered orientation. d. Modularized instruction e. Outcomes; Outcomes are public knowledge, known and agreed upon by both learner and teacher f. Continuous and ongoing assessment g. Demonstrated mastery of performance h. Individualized, student-centered instruction. (Richards & Rodgers, 2001, p.146).

5. Role of Teacher In Competency-Based Language Teaching (CBLT)a. To provide positive and constructive feedback b. To be aware of the learners needs c. To make everybody feels welcome in class d. To give clear orders and explanations e. To make sure that every student understands the task f. Not to push the students because the instructions are not time-basedg. To select learning activities h. To design a syllabus according to the competency the students are going to acquire. (Richards & Rodgers, 2001, p.146).

6. Role of Learner In Competency-Based Language Teaching (CBLT)a. To be active in the classroom b. To perform the skills taught (Richards & Rodgers, 2001, p.146). c. To know the use of the competencies Appropriately & Purposely d. To stay in the actual program until they improve. e. To be moved into a more proficient group of students. f. To be able to adapt and transfer knowledge from one setting to another. (Richards & Rodgers, 2001, p.147).

7. Materials suggested by Competency-Based Language Teaching (CBLT)a. Sample texts b. Assessment tasks c. Reading competenciesd. Writing competencies (Richards & Rodgers, 2001, p.147).

8. Teaching Procedures in Competency-Based Language Teaching (CBLT)a. At the beginning of a course the students have to go through an initial assessment.b. Then the students are grouped on the basis of their current English proficiency level, their learning pace, their needs, and their social goals for learning English (Richards & Rodgers, 2001, p.147).c. Furthermore, a course based on CBLT is divided into three stages, which the students have to go through in order to successfully finish the course (Richards & Rodgers, 2001, p.147). At Stages 1 and 2 the learners deal with twelve competencies which are related to general language development (Richards & Rodgers, 2001, p.147). At Stage 3 the students are grouped on the basis of their learning goals and competencies are defined according to the three syllabus strands of Further Study, Vocational English, and Community Access (Richards & Rodgers, 2001, p.147).

9. Reasons of Using Competency-Based Language Teaching (CBLT)Why our group is choosing CBLT to guide us to teach the students as follow:a. Because CBLT provides lists of competencies for every specific situation b. Because CBLT covers many areas or certain competencies neededc. Because CBLT describe an activity in terms of a set of different competencies d. Because CBLT focuses on the outcomes e. Because CBLT can give the continuous feedback.f. Because CBLT guides the teacher and student to the quality of assessment. g. Because CBLT can point out that the business of improving learning competencies and skills will remain one of the worlds fastest growing industries and priorities in the future. h. Because In CBLT language learning always connected to the social context. i. Because in CBLT Language is seen as a medium of interaction and communication between people.j. Because CBLT can fulfill particular roles with language skillsk. Because Competency-Based Language Teaching (CBLT) shares the behaviorist view of learning that certain life encounters call for certain kinds of languagel. Because CBLT is gaining popularity in the whole world.

References

1. Auerbach, E. R. (1986). Competency-based ESL: One step forward or two steps back? TESOL Quarterly 20(3): 411 415. 2. Docking, R. (1994). Competency-based curricula the big picture. Prospect 9(2): 11 15. 3. Grognet, A. G., & Crandall, J. (1982). Competency-bases curricula in adult ESL. ERIC/CLL New Bulletin 6: 3. 4. Hornby, A. S. (2000). Oxford Advanced Learners Dictionary of Current English (Sixth Edition). Oxford: OUP. 5. Mrowicki, L. (1986). Project Work English Competency-Based Curriculum. Portland, Oreg.: Northwest Educational Cooperative. 6. Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (Second Edition). Cambridge: CUP. 7. Rylatt, A., &Lohan, K. (1997). Creating Training Miracles. Sydney: Prentice Hall.