II-The Algerian Educational System and approaches to
English Teaching
This kind of assessment helps teachers in identifying their
pupils' weaknesses in language leaning and programming a remedial work if
needed. In addition, it seeks to make learners more autonomous since it gives
them the opportunity to evaluate themselves and their learning as well. As it
is stated in the Teachers' Handbook:
«Finally, it is strongly recommended to provide
the learner with sufficient autonomy in order to enable him to assess by
himself his own weaknesses ..., this will make him responsible for his learning
in identifying and correcting his own mistakes.»(2004:12)
In fact, the «Learning Log» is an important
assessing and motivational tool for both EFL teachers and learners, but we
cannot ensure their awareness of its usefulness in language learning since not
all of them are using it in our middle schools.
4-3-The Competency-Based Approach
As it is mentioned in the Teacher's Handbook (first year middle
school), a competency
«is a know-how which integrates and mobilizes a
number of abilities and knowledge to be efficiently used in problem solving
situations that have never been met before .» (2004:4).
In other words, it refers to the individual's ability to use
appropriately the acquired knowledge, skills and capacities in order to face
the challenges and hindrances which encounter him along his life.
Unfortunately, most schools and universities failed to instill within learners
such ability and to form competent adults able to relate what they have learnt
to their real-life situations. In this regard, Slavin claims that:
«Students must receive specific instruction in
how to use their skills and information to solve problems and encounter a
variety of problem-solving experiences if they are to be able to apply much of
that they learned in school.» (Slavin, 1998: 241)
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For Slavin, education should help learners in applying what
has been acquired at school in extra school contexts; otherwise this education
should be reconsidered.
The CBA was first applied in USA military field. Then, it has
been extended to the educational field which was suffering from various
difficulties and obstacles in USA and many countries around the world. The
competency-based approach seeks to bridge the gap between the classroom and
everyday real life through putting together all the knowledge, know-how,
abilities and attitudes acquired at school for the solution of real life
problems. In other words, this approach aims at supplying learners with a set
of competencies which help them reinvest their learning outcomes in situations
that are commonly encountered in extra school settings.
According to the U.S. office of Education, the
competency-based approach is defined as a performance based process leading to
demonstrated mastery of basic and life skills necessary for the individual to
function proficiently in the society. Whereas Richards and Rodgers (2001),
agree that CBA focuses on what the learners are expected to do rather than on
what they are expected to learn about. It is mainly based on the outcomes of
learning that students should possess at the end of a course of study. However,
Schneck (1978) considers the CBA as an outcome based instruction that is
adaptive to the needs of students, teachers and the community. This outcome is
derived from an analysis of tasks typically required of students in life role
situations. On the other hand, Nunan (1988) views that the CBA is typically a
learner- centered approach. For him, this approach aims at attaining the
following objectives:
- To provide learners with efficient learning
strategies.
- To assist learners to identify their own preferred ways of
learning.
- To develop skills needed to negotiate the curriculum.
- To encourage learners to set their own objectives.
- To encourage learners to adapt realistic goals and time
frames.
- To develop learners' skills in self- evaluation.
(Nunan, 1988: 13)
Basing on the above mentioned objectives, it is obvious that
the CBA and learner autonomy share nearly the same aims; both of them support
the learners' involvement in learning situations which make them at the center
of learning and help them acquire solid methods of learning and develop a sense
of responsibility and independency.
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