1.2. Authentic materials for developing EFL students‘ ability to make sense of
1.2.2. Competency-based approach to syllabus/ materials design/ selection
1.2.2.2. Competency-based language teaching
Competency-based Language Teaching (CBLT) was introduced in the United States in the 1970s and reemerged by late 1980s mainly for developing language programs (Auerbach, 1986). It focuses on the learning outcomes in terms of competencies, which refer to a description of the essential skills, knowledge and attitude required for effective performance of particular tasks and activities‖ (Richard & Rodgers, 2001: 159). More clearly, it is an approach that encompasses the association of knowledge and practicality through real-life tasks to be prepared for subsequent workplace (Richards, 2006). As Richards (2006) remarks competency-based approach describes ―the students‘ ability to apply basic and other skills in situations that are commonly encountered every day‖
(2006: 129). Actually, competencies pertain to dispensable skills for the successful completion of real world activities which may be related to any domain of life connected to the field of work and to social survival in a new environment (Richard, 2006).
As defined by Nkwetisama (2012: 519), in language learning, CBLT means ―using all the grammar, vocabulary, punctuation and pronunciation to communicate effectively in real time listening, speaking, reading and writing situations‖. In addition to this, CBLT consists of ―knowing what to do, where, when and with whom; or, being linguistically, communicatively and sociolinguistically competent with the learned language.‖As such, compare with Grammar Translation, Direct Method, Audiolingual Method, etc.
which make assumptions about the content of instruction (Richards,
2001),competency-based teaching-learning approach seeks to bridge the wall between school or the classroom and everyday real life.
Auerbach (1986) pinpoints eight features which are essential for enforcing CBLT:
(1) A focus on successful functioning in society. The goal is to enable students to become autonomous individuals capable of coping with the demands of the world.
(2) A focus on life skills. Rather than teaching language in isolation, CBLT teaches language as a function of communication about concrete tasks. Students are taught just those language form/ skills required by the situations in which they will function. These forms are normally determined by needs analysis.
(3) Task-or performance-oriented instruction. What counts is what students can do as a result of instruction. The emphasis is on overt behaviours rather than on knowledge or the ability to talk about language and skills.
(4) Modularized instruction. Language learning is broken down into meaningful chunks.
Objectives are broken into narrowly focused sub-objectives so that both teachers and students can get a clear sense of progress.
(5) Outcomes are made explicit. Outcomes are public knowledge, known and agreed upon by both learner and teacher. They are specified in terms of behavioral objectives so that students know what behaviors are expected of them.
(6) Continous and ongoing assessment. Students are pretested to determine what skills they lack and post-tested after instruction on that skill. If they do not achieve the desired level of mastery, they continue to work on the objective and are retested.
(7) Demonstrated mastery of performance objectives. Rather than the traditional paper-and- pencil tests, assessment is based on the ability to demonstrate pre-specified behaviors.
(8) Individualized, student-centred instruction. In content, level, and pace, objectives are defined in terms of individual needs; prior learning and achievement are taken into account in developing curricular. Instruction is not time-based; students progress at their own rates and concentrate on just those areas in which they lack competency.
( Auerbach, 1986 cited in Richards & Rodgers, 2001: 146)
Hence, in the case of the present study, CBLT is advisable for the use of authentic materials to develop humour competence for tour guide students because the nature of developing the ability to make sense of humour in English jokes is to serve their workplace skills: telling English jokes to foreign tourists. Indeed, there are several benefits for taking CBA. Firstly, tour guides, whose work is related with using L2 humour, should learn the L2 humour (in this study, the L2 is English) so that they could understand the humour in English jokes, like them, have a good attitude to English jokes and use them at their workplace. When they agree with and appreciate the L2 humour, they can analyse the situations and combine these situations with the tour objectives or destinations to tell good jokes to foreign tourists.
Secondly, CBLT tries to cover the gap between English language classrooms and real life work situations of international tour guides in Vietnam. Needs are thus satisfied and competencies are clear for developing. Therefore, the role of teacher is instructive and learners are centred in classroom. The teacher has to provide positive and constructive feedback in order to help the students to improve their skill and learners has an active role in the classroom performing the learning skills (Richards & Rodgers, 2001). Thirdly, the materials are used to provide the students with ―essential skills, knowledge, attitudes, and behaviours required for effective performance of a real-world task or activity‖ (Richards & Rodgers, 2001: 144). A variety of competencies should be improved by tasks (Section 1.1.6.2, Table 1.5).
Lastly, the students‘ ability is assessed through pre- & post tests to be handled as foundation for course evaluation ( Auerbach, 1986).
However, like any language program, there are some limits in implementing CBLT.
Amount of time is to be available for teaching L2 humour through authentic English jokes with a selective intention. That is because ―selection is an inherent characteristic of all methods‖ and teachers are advised ―to select part of the language to be intended to teach‖ (Richards, 2001: 4). Thus, two main aspects of selection of the proposed materials are humorous language and situations from the vast areas of tourism must be incorporated in the teaching of the authentic materials.