CHAPTER 6 PRODUCT-BASED CLT APPROACHES – TEXT-BASED INSTRUCTION AND COMPETENCY-BASED INSTRUCTION

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CHAPTER 6 PRODUCT-BASED CLT APPROACHES – TEXT-BASED INSTRUCTION AND COMPETENCY-BASED INSTRUCTION by Mind Map: CHAPTER 6 PRODUCT-BASED CLT APPROACHES   – TEXT-BASED INSTRUCTION AND   COMPETENCY-BASED INSTRUCTION

1. TEXT-BASED INSTRUCTION

1.1. DEFINITION

1.1.1. This instruction takes the communicative competence as involving the mastery of different types of texts.

1.1.1.1. Texts refers to the sequence that is followed according to different situations

1.2. ASSUMPTIONS

1.2.1. Communicative competence involves the ability to comunicate by speaking or writing in different contexts or situations

1.2.2. According to Feez and Joyce (1998) the comunicative competence in the text based involves

1.2.2.1. Teaching of grammatical features not only in written but also in spoken texts

1.2.2.2. There's a link between the spoken and writing texts and where they are used

1.2.2.3. Units of work focus in developing the skills that are related with the text

1.2.2.4. There is a guided practice

1.3. CONTENTS OF A TEXT-BASED SYLLABUS

1.3.1. The core unit are text types

1.3.2. Grammar

1.3.3. Topics

1.3.4. Vocabulary

1.3.5. Functions

1.4. IMPLEMENTATION

1.4.1. According to Feez and Joyce (1998, 28-31) text-based is implemented by 5 phases

1.4.1.1. PHASE1. BUILDING THE CONTEXT

1.4.1.1.1. Students are introduced about the context of the text they are going to work in

1.4.1.1.2. Students explorate in the cultural context inside the text

1.4.1.1.3. Students check in which situation,field or context the text can be used

1.4.1.2. PHASE 2 MODELLING AND DECONSTRUCTING THE TEXT

1.4.1.2.1. The students investigate the structural pattern and context of the text

1.4.1.2.2. Students compare the text with one with the same type-text

1.4.1.3. PHASE 3 JOINT CONSTRUCTION OF THE TEXT

1.4.1.3.1. Students contribute to the construction of whole examples of the text type

1.4.1.3.2. The teacher reduces the contribution to text construction, the students become more independent

1.4.1.4. PHASE 4 INDEPENDENT CONSTRUCTION OF THE TEXT

1.4.1.4.1. Students work in an independent way with the text

1.4.1.4.2. Learner performances are used for achievement assessment

1.4.1.5. PHASE 5 LINKING TO RELATED TEXTS

1.4.1.5.1. Students make relationships between similar texts in terms of context

1.4.1.5.2. Students use future or past cycles of teaching and learning

1.5. PROBLEMS IN IMPLEMENTATION

1.5.1. It focuses in the product not in the processes involved

1.5.2. The process of implementation can become repetitive and boring for the students

2. COMPETENCY-BASED INSTRUCTION

2.1. DEFINITION

2.1.1. It aims to teach the students the basic skills to face the situations that usually happen in the real world every day,in a common context

2.2. CHARACTERISTICS

2.2.1. The general characteristic is that it focuses "on the outcomes of learning as the driving force of teaching and the curriculum"

2.2.1.1. Auerbach (1986) proposed eight characteristics during the process of application of CBI

2.2.1.1.1. FOCUS ON SUCCESSFUL FUNCTIONING IN SOCIETY

2.2.1.1.2. FOCUS ON LIFE SKILLS

2.2.1.1.3. TASK OR PERFORMANCE-ORIENTED INSTRUCTION

2.2.1.1.4. MODULARIZED INSTRUCTION

2.2.1.1.5. OUTCOMES ARE MADE EXPLICIT

2.2.1.1.6. CONTINUOUS AND ONGOING ASSESSMENT

2.2.1.1.7. DEMONSTRATED MASTERY OF PERFORMANCE OBJECTIVES

2.2.1.1.8. INDIVIDUALIZED, STUDENT-CENTERED INSTRUCTION

2.3. IMPLEMENTATION

2.3.1. It is the basis for courses when learners need to develop specific skills

2.3.2. The first step is to plan in which settings the students will use the language. After that, the task are planning

2.4. PROBLEMS

2.4.1. analyzing situations into tasks and underlying competencies is not always possible

2.4.2. Intution can be involved during the process of planning and application

2.4.3. Thinking skills are ignored