TEACHING ENGLISH THROUGH AGRICULTURAL PROBLEM-SOLVING TASKS: A COMPETENCY-ORIENTED MODEL
Abstract
This research paper delineates a novel competency-oriented model for English language pedagogy, specifically tailored for integration into agricultural educational frameworks. The core objective is to move beyond traditional rote learning by implementing problem-solving tasks that reflect authentic agricultural challenges. By centering the curriculum on real-world scenarios such as soil degradation, crop disease outbreaks, and market volatility, students are compelled to utilize English as a functional tool for critical thinking and professional communication. The model focuses on the development of communicative competence alongside technical proficiency, ensuring that learners can negotiate complex meanings in specialized contexts. The study examines the shift from teacher-centered instruction to student-led problem-solving, emphasizing the acquisition of "soft skills" and specialized vocabulary. Results indicate that this task-based approach significantly boosts student engagement and linguistic self-efficacy. This article provides a comprehensive roadmap for educators to design and execute competency-based tasks that bridge the gap between academic English and the practical demands of the global agricultural labor market, fostering a generation of specialists who are both technically skilled and linguistically articulate.
Keywords
Competency-Based Education, Task-Based Learning, Agricultural English, ESP Methodology, Problem-Solving, Communicative Language Teaching, Professional Competence, Learner Autonomy, Integrated Skills, Vocational English, Authentic Assessment, Instructional Design, Agronomy.
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