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SOBIROV Q.S., DAVLETOV R.M.,
senior teachers, Khorezm regional INSETTC
Competence describes a person’s capability to do something adequately, or a person’s mental
capacity to understand the proceedings of a trial. Competence is the noun form of competent, which
is an adjective.
Competency describes a person’s capability to do something adequately, or a person’s mental
capacity to understand the proceedings of a trial. Competency is an alternate noun form of
competent, which is an adjective. In effect, competence and competency are interchangeable,
though competence is more often used to describe a person’s general ability, while competency is
more often used to describe a person’s ability to perform a certain task. Both competence
and competency appear in the late sixteenth century to mean rivalry, evolving to mean adequate
supply, and then finally in 1790, meaning sufficiency to deal with what is at hand.
Competence and competency come from the Latin competentia, meaning meeting together,
agreement, symmetry.
Most of the approaches and methods developed so far focus on the inputs of language
learning. Conversely, the Competency – Based Education (CBE) is a movement focused on the
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output of learning. The CBE addresses the issue of what students expect to do with the language
they want to learn. The movement was born in the United States in 1970 and it refers to an
educational experiment that outlines the definition of educational objectives in terms of specific
knowledge, skills, and behaviour.
The CompetencyBased Language Teaching (CBLT) is an application of the fundamental
principles of CBE for language learning. This approach was common in the late 70s, but only
recently has reemerged in some parts of the world, such as Uzbekistan.
The CBLT is based on the perceptual and functional nature of language. It is meant to teach
the language in relation to the social context in which you use it. The language always serves as a
means of interaction and communication between people. For this reason, this approach is used
especially when the students have special needs and/or particular roles.
The learning exercises used in CBLT activities can be considered to be systematically
designed to achieve a specific competence. These tasks are real tasks and “can be connected to any
domain of life, but especially in survivaloriented and/or work related situations”
Typical situations for which these skills are developed are for example: job applications or
interviews.
According to Auerbach (1986) there are eight characteristic features to distinguish the
CompetencyBased Language Teaching:
1. It focuses on society related issues. The goal is to teach the language in order to prepare
students for the diverse needs of the world.
2. It focuses on life skills to underline that language is still taught as a means of
communication in practical tasks.
3. The focus is on what students can do with language, as well as with certain behaviours.
4. The skills taught in the programme should be separated into modules and or into manageable
parts, so that the teacher and the students can manage the content and fulfil their objectives.
5. The student tests’ results are of public domain, known and shared by both the students and
the teacher. Therefore, students can see their mistakes, correct them and know clearly what
behaviours and skills are expected of them.
6. Evaluation is continuous and permanent, meaning that students are tested before the course
to determine what skills they lack, and are tested again after receiving instructions to check if they
have achieved the necessary skills or not.
7. Mastery is demonstrated through the achievement of objectives. The evaluation is based on
the results obtained from the specific behaviour of the students, rather than by traditional
assessment.
8. Individualised and focused attention are given to each student, the instructions given by the
teacher are not based on time but on the progress that each student makes. Therefore, the teacher
needs to focus on each individual student in order to help in those areas where skills are lacking.
The teacher is required to provide a positive and constructive feedback in order to help
students improve their skills. The teacher should give clear orders and explanations to make sure
that every student understands the task that he/she going to face. Another function of the teacher in
CBLT is to select learning activities and to design a curriculum based on the skills that students are
about to acquire.
The skills that students learn are clearly defined in public, so that “the student knows exactly
what is to be learned”. The main objective of the pupil in the CompetencyBased Language
Teaching is to be able to adapt and transfer the knowledge from one environment to another.
At the beginning of the course, students must go through a primary survey, in which the
teacher determines the level of competence at the beginning of the course. After that the students
are grouped on the basis of “their level of proficiency, their pace of learning, their needs and their
social objectives to learn the language”.
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ЗАМОНАВИЙ ПЕДАГОГНИНГ КОМПЕТЕНЦИЯВИЙ ХУСУСИЯТЛАРИ
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