Communicative
Approach and Task-
based Learning
Subject: MEBS03 Communicative Approach & Task-Based Learning
Type: Mandatory
Language: English
Modality: Blended
Credits: 4
Course: 2016-2017
Term: 1st
Group:
Professor: Yolanda Morat Agrafojo
1. PREVIOUS REQUIREMENTS
Demonstrate a command of the English language at a B2 level.
Learning outcomes:
Upon successful completion of this subject students will be able to:
Previous reading of the texts proposed for discussion and further consideration will allow students to
seek information through the resources available and be able to judge it critically for use in further
learning and research processes.
Teaching sessions
o On-campus teaching sessions
o Online teaching sessions
Learning activities, individual and in groups outside the classroom sessions
Tutorials
Additional training activities
5. EVALUATION
Assessment tools:
1. Attendance and participation in working groups and discussion.
2. Group and individual activities.
Evaluation Criteria:
Please note that your final mark is the result of the average of your marks providing you have
completed compulsory assignments and exam.
Students are expected to have all lessons and set tasks prepared on the dates indicated. Late work
will not be accepted and will not receive a mark.
Plagiarism (illegal and unauthorised copying) is penalised with a zero grade 0 for the entire course.
5.3. Restrictions:
In order to make up the final average grade, the student is required to attend a 75% of the sessions
specified in the syllabus. Also, it is necessary to obtain a pass (5) in the final exam (either in the
regular or repeat evaluation). Any grade under 5 is considered a fail.
6. BIBLIOGRAPHY
ARNOLD, J.; DRNEY, Z.; PUGLIESE, C. (2015). The Principled Communicative Approach.
Hebling Languages.
ASHER, J. (1982). Learning Another Language Through Actions (2nd ed.). Los Gatos, CA. Sky Oaks
Productions.
BACHMAN, L.F. (1990): Habilidad Lingstica comunicativa, en M. Llobera (comp.) (1995). Pp.
105-107.
BANCROFT, W. (1999). Suggestopedia and Language Acquisition: Variations on a Theme. New
York. Gordon and Breach.
BARDOVI-HARLIG, K., & HARTFORD, B. (Eds.). (1997). Beyond Methods: Components of
Second Language Teacher Education. New York: McGraw-Hill.
BROWN, H.D. (1987): Principles of Language Learning and Teaching. New Jersey. Prentice Hall.
BRUMFIT, C.J. (1984): Communicative Methodology Language Teaching. Cambridge. Cambridge
University Press.
BRUMFIT, C. & K. JOHNSON (eds.) (1979): The communicative approach to language teaching.
Oxford. Oxford University Press.
BYRNE, D. (1981): "Integrating skills", en K. Johnson y K. Morrow (eds.).
CANALE, M. (1983): De la competencia comunicativa a la pedagoga comunicativa del lenguaje,
en M. Llobera (comp.) (1995) pp. 63-81
CANALE, M y M. SWAIN (1980): "Theoretical bases of communicative approaches to second
language teaching and testing", en Applied Linguistics, Vol. 1,1, pp. 1-47.
CANDLIN, C.N. (1987): The communicative teaching of English. London. Longman.
CANDLIN, C.N. (1990): "Hacia la enseanza de lenguas basada en tareas", en Comunicacin,
Lenguaje y Educacin, 7-8, pp. 33-53.
CANDLIN, C.N. y D. MURPHY (eds.) (1987): Language learning tasks. Englewood Cliffs, N.J.
Prentice-Hall.
TFM: English Teaching in Spain: the reality of the Communicative Approach, available from:
<http://eprints.ucm.es/10990/> [2 October 2016]
Prof. Ellis on task-based pedagogy: the what, why and how, available from:
<https://www.youtube.com/watch?v=zdRibzXW2TI> [2 October 2016]
Dr. Yolanda Morat holds two BA (Hons.) degrees in English and Spanish Philology (U of Huelva and
Seville) and three MA degrees: in Translation and Interculturality (U of Seville), University Teaching (U of
Huelva) and Modern Literatures in English (Birkbeck College, U of London); she received Doctoral
Distinction for her European PhD in Philology (U of Seville). She has teaching experience in the areas of
foreign languages, translation, methodology and literature in institutions such as SUP EUROPE and
ESITC (France), Harvard and MIT (US), and the universities of Huelva, Seville, Pablo de Olavide and Len.
Note: It is always advisable to make an appointment with the lecturer beforehand in order to ensure he is
available. ymorato@nebrija.es
In-Campus
Session
Week
hours
Person
Theoretical Online Sessions Activities al work
Review of contents
The development of language
teaching
Reading and forum
Different methods of language
participation
teaching throughout history.
New directions on language
Systematization of 1,5 4,5
1 teaching
methods
Language and Communication
Language as creation and as
Identification of
communication
activities with a
Teaching for communicative
communicative
purposes
purpose
The Communication:
Verbal and Non-verbal Review of contents
Communication
Characteristics Reading and forum
Moments (psychological, physical participation
2
and reception)
Processes; Components; Factors Are you a 1,5 8
Competence in theoretical communicative
linguistics: Chomsky teacher?
Competence in Sociolinguistics:
Strategies
Review of contents
Types: communication and
learning
Reading and forum
Categories participation
Influence in the learning process 1,5 8
4
Learners needs and learning
styles Questionnaire design :
Pedagogic implications - analysis of learners
needs
Didactic implications of the needs
analysis - analysis of learning
styles
Process-centered learning
Process as the main focus
Review of contents
Displacement of the focus of
attention Reading and forum
Learning process participation
Concept of error
Treatment of error Discussion:
Underlying problems 1,5 8
Activities as part of the active and
creative process to the didactic
5 application of the
The concept of negotiation
Didactic implications of the Notio-Functional
negotiation Approach
Notio-functional approach
Origins
The threshold
New contents, objectives and
syllabi
Consequences
In-Campus
hours
Session
Week
Personal
Theoretical In-Campus Sessions Activities
work
=
TOTAL
100
+
hours