MEBS03

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.

2. BRIEF DESCRIPTION OF CONTENTS

This course presents an introduction to the communicative approach and task-based learning used
nowadays in many teaching practices, academic curricula, individual methodologies and
teaching/learning textbooks. Currently, the concept of communication has found its place not only
when teaching foreign languages but also when learning the mother tongue. So, communication is a
concept that cannot be separated from the concept of language. Furthermore, what does
communication stand for? How did we get to the current situation? Both questions could have an
answer or, at least, could make us to think about in this course. A brief review of the history of the
foreign languages methodology and the evolution of the foreign languages teaching since its origins
will be provided.
In this course, we will meditate about what we do in our classrooms in order to check if we can
consider ourselves communicative.

3. COMPETENCES AND LEARNING OUTCOMES

Students will progressively acquire the skills and competences to:

Be able to communicate reasonably about topics related to their field of research.

Be able to acquire new knowledge in an autonomous way in their field of study, the
teaching/learning of a foreign language.
Know how to communicate with the academic community and society in general about the
teaching/learning of a foreign language.
Know how to support their teaching methodology according to the acquired knowledge.
Be able to incorporate new strategies, materials and technologies in the activities of the
bilingual English/Spanish classroom.
Practise and acquire the necessary skills to reach the level C1 in the English language.
Know how to apply the advantages of the communicative approach and the task-based
learning in the linguistic interaction in English and in Spanish.

Learning outcomes:
Upon successful completion of this subject students will be able to:

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 Understand that a language is acquired while developing a real communicative competence
Learn to organize the teaching procedures in communicative activities.
Understand the new roles of an approach based on the student.
Design new programs of teaching based on tasks.
Use an authentic and contextualized language that creates a real process of communication.
Develop the necessary skills to address the attention of the students when manipulating the
information (meaning) and not the form (linguistic contents).

4. LEARNING ACTIVITIES AND METHODOLOGY

The teaching methodology combines face-to-face and online teaching, so it will be a mixed
methodology (blended learning), which relies on the use of ICT (Virtual Campus UNNE on
Blackboard Collaborate platform) to support collaborative work (forums, chat, videoconference
meeting), the guidance of Professor (calendar, bulletin board, folder, links) and the delivery of jobs
(tasks and tool box to work).

The program combines various elements to develop methodological reflection on communicative

approach and task-based learning. This is specified in an interactive methodology that requires the
participation of students and teacher in the discussion of issues. Class participation is a key aspect of
this course which is based on a communicative approach. Participation means being able to ask
questions, answer questions when called upon, volunteering answers to questions and actively
listening to others.

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.

The training actions of this Master are specified as follows:

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:

Ability for teamwork and problem solving.

Ability to search information through various sources and resources, to judge it critically
and use it appropriately for teaching or research purposes.
Ability to relate the content to teaching practice and other areas of knowledge.
Active participation in class discussions.
Ability to argue, defend with relevant data and contrast topics proposed.

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5.1. Ordinary Evaluation:
5.1.1 Directed Activities (practice, tutorials, exercises & on-line activities,
final assignment, etc.) 15%
5.1.2 On-campus and online classes participation 15%
5.1.3 Final Exam 70%

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.

5.2. Repeat Evaluation:

5.2.1. Repeat exam 60%
5.2.2. The grades obtained in on-line exercises & activities
(Written assignments and oral presentation are kept) 40%

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.

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CELCE-MURCIA, M. (ED.). (1991). Teaching English as a Second or Foreign Language. Boston.
Newbury House.
FERNANDEZ, Claudia y Marta SANZ (1997). Principios metodolgicos de los enfoques
comunicativos. Madrid. Ed. Fundacin Antonio de Nebrija. Coleccin Experto en Enseanza del
Espaol como Lengua Extranjera
GATTEGNO, C. (1972). Teaching Foreign Languages in Schools: The Silent Way (2nd ed.). New
York. Educational Solutions.
GATTEGNO, C. (1976). The Common Sense of Teaching Foreign Languages. New York.
Educational Solutions.
HOLT, D. (1993). Cooperative Learning: A Response to Linguistic and Cultural Diversity. McHenry,
IL, and Washington, DC. Delta Systems and Center for Applied Linguistics.
HORNBERGER, N. (1989): Trmites y transportes: la adquisicin de la competencia comunicativa
en una segunda lengua para un acontecimiento de habla en Puno, Per, en M. Llobera (comp.) (1995)
Pp. 47-61.
HOWAT, A.P. (1984). A History of Englisch Language Teaching. Oxford. Oxford University Press.
HYMES, D.H. (1971): "Acerca de la competencia comunicativa, en M. Llobera (comp.) (1995). Pp:
27-46.
JOHNSON, K. (1982). Communicative Syllabus Design and Methodology. Oxford. Pergamon.
KONDO, C.M. (1997): Historia de la Metodologa de Lenguas Extranjeras (con especial referencia al
espaol). Madrid. Fundacin Antonio de Nebrija.
KRASHEN, S.D. (1981). Second Language Acquisition and Second Language Learning. Oxford.
Pergamon.
KRASHEN, S.D., & TERRELL, T.D. (1983). The Natural Approach: Language Acquisition in the
Classroom. Englewood Cliffs, NJ. Prentice Hall.
LARSEN-FREEMAN, D. (2000). Techniques and Principles in Language Teaching (2nd ed.). Oxford.
Oxford University Press.
LEE, J.F Y B. VANPATTEN (1995): Making communicative language teaching happen. New York.
McGraw-Hill.
LITTLEWOOD, W. (1982). Communicative Language Teaching: An Introduction. Cambridge.
Cambridge University Press.
LITTLEWOOD, W. (1992). Teaching Oral Communication: A Methodological Framework. Oxford.
Blackwell.
LLOBERA, M. (ed.) (1995). Competencia comunicativa. Documentos bsicos en la enseanza de
lenguas extranjeras. Madrid. Edelsa.
LOZANOV, G. (1978). Suggestology and Outlines of Suggestopedy. New York. Gordon and Breach.
LOZANOV, G., & GATEVA, E. (1988). The Foreign Language Teachers Suggestopedic Manual.
New York. Gordon and Breach.
MELERO ABADA, P. (2000). Mtodos y enfoques en la enseanza/aprendizaje del espaol como
lengua extranjera. Madrid. Edelsa.
MUNBY, J. (1987): Communicative syllabus design. Cambridge. Cambridge University Press.
MUSUMECI, D. (1997). Breaking Tradition: An Exploration of the Historical Relationship Between
Theory and Practice in Second Language Teaching. New York: McGraw-Hill.
NUNAN, D. (1999). Second Language Teaching and Learning. Boston: Heinle & Heinle.
OMAGGIO, A. (1993). Teaching Language in Context. Boston. Neinle&Heinle Publishers.
RICHARDS, J. C., & RODGERS, T.S. (2001). Approaches and Methods in Language Teaching (2nd
ed.). Cambridge. Cambridge University Press.
SNCHEZ PREZ, A. (1987): El mtodo comunicativo y su aplicacin a la clase de idiomas. Madrid.
SGEL.
SNCHEZ, A. (1992). Historia de la metodologa del espaol como lengua extranjera. Madrid.
SGEL.
SNCHEZ, A. (1997). Los mtodos de la enseanza de idiomas. Madrid. SGEL.
SHORT, D. (1999). New Ways in Teaching English at the Secondary Level. Alexandria, VA.
Teachers of English to Speakers of Other Languages.
SIGUAN, M. (1995): La enseanza de la lengua por tareas. Barcelona. Horsori.
SLAGTER, P.J. (1979): Un nivel umbral. Estrasburgo. Consejo de Europa.

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STERN, H.H. (1983). Fundamental Concepts of Language Teaching. Oxford. Oxford University
Press.
STEVICK, E. (1998). Working with Teaching Methods: Whats at Stake? Boston. Heinle & Heinle.
YALDEN, J. (1987): The communicative syllabus. Evolution, design and implementation. Londres.
Prentice-Hall.

COMMUNICATIVE APPROACHES AND TASK-BASED LEARNING RESOURCES

ON THE NET:

TFM: English Teaching in Spain: the reality of the Communicative Approach, available from:
<http://eprints.ucm.es/10990/> [2 October 2016]

Communicative Language Teaching, available from:

<http://www2.vobs.at/ludescher/Alternative%20methods/communicative_language_teaching.htm> [2
October 2016]

Jack C. Richards, Communicative Language Teaching Today, available from:

<http://www.cambridge.org/elt/teacher-support/pdf/Richards-Communicative-Language.pdf> [2
October 2016]

Approaches to Teaching English as a Second Language: The communicative Approach, available

from: < http://www.auburn.edu/~nunnath/engl6240/clt.html> [2 October 2016]

Rod Ellis, The Methodology of Task-Based Teaching, available from: <https://www.kansai-

u.ac.jp/fl/publication/pdf_education/04/5rodellis.pdf> [2 October 2016]

Teaching Approaches: task-based learning, available from:

<http://www.onestopenglish.com/support/methodology/teaching-approaches/teaching-approaches-
task-based-learning/146502.article> [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]

Task Based Language Learning and Teaching, available from: <https://www.youtube.com/watch?v=d-

YEwo8FTqk> [2 October 2016]

7. LECTURERS BRIEF CURRICULUM VITAE

La doctora Yolanda Morat es licenciada en Filologa Inglesa e Hispnica por las universidades de
Huelva y Sevilla, respectivamente. Curs tres programas de mster: en Traduccin e Interculturalidad
(U de Sevilla), en Docencia Universitaria (U de Huelva) y en Literaturas modernas en lengua inglesa
(Birkbeck College, U of London); recibi el Premio Extraordinario por su Doctorado Europeo en
Filologa (Universidad de Sevilla). Ha sido profesora de lenguas extranjeras, traduccin, metodologa y
literatura en SUP EUROPE y ESITC (Francia), Harvard y MIT (EE UU) y en las universidades de Huelva,
Sevilla, Pablo de Olavide y Len. Por sus clases en Harvard recibi el premio anual a la excelencia
docente, el Derek Bok Center Certificate of Distinction, durante dos aos consecutivos (2002-2003 y
2003-2004).

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.

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She was awarded the Derek Bok Center Certificate of Distinction in Teaching during the two academic
years she taught at Harvard University (2003-2004).

8. LOCALIZACIN DEL PROFESOR

Departamento de Lenguas Modernas y Educacin

Universidad Antonio de Nebrija
Facultad de las Artes y las Letras
Campus Madrid-Princesa
C/ Santa Cruz de Marcenado, 27, 28015 Madrid
www.nebrija.com

Note: It is always advisable to make an appointment with the lecturer beforehand in order to ensure he is
available. ymorato@nebrija.es

9. DETAILED COURSE CONTENTS

TITLE: MASTER IN BILINGUAL EDUCATION
ACADEMIC COURSE: 2016-2017
SUBJECT: COMMUNICATIVE APPROACH AND TBL
TERM: 1st
ECTS CREDITS: 4

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:

MEBS03_COMMUNICATIVE APPROACH AND TBL [7]

 Hymes
Competence in Applied Communicative
Linguistics: Canale and Swain situation:
The concept of Adjustment, moments
Performance and Ability
Communicative competence
Microcompetences:
Grammatical; Review of contents
Sociolinguistic; Discourse; 1,5 8
Strategic Reading and forum
Implications in foreign language participation
teaching
Learner-centered teaching Mistakes in social
3
Fundamentals and origins intercourses:
Learners autonomy examples
Teacher and learner in Discussion:
communicative approaches Competences:
Learners and Teachers role organization into a
hierarchy.
Justification.

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

MEBS03_COMMUNICATIVE APPROACH AND TBL [8]

 Development of the principles of
the communicative approach: Review of contents
objectives, contents.
From lesson to didactic unit Reading and forum
From drills to communicative participation
activities
Principles of CLT & TBL: Communicative and 1,5 8
Tasks; learning by doing; rich and Learning tasks.
6 meaningful Input; corrective Analysis/critic of non-
feedback communicative activities
Communicative Activities and transformation into
Requirements communicative activities.
Real language
Contextualized activities
Emphasis on meaning
Real information gap
Design
Task-based learning
Instructors roles Review of contents
Tasks as organization learning Reading and forum
units participation
7 Designing didactic units: Planning of didactic units 1,5 8
components and planning based in on tasks
Types of activities Analysis of tasks
Learners role

In-Campus
hours
Session
Week

Personal
Theoretical In-Campus Sessions Activities
work

Chart: Methods Instructors planning:

1 How to become a communicative justified critique of the 75 8
teacher working method min.
Framework for planning and Teachers Perceived
reviewing the Communicative Difficulties (An analysis 75 8
2 Approach through cooperative min.
learning)
Didactic exploitation of texts:
Communicative and Learning What makes a good 75 8
3 tasks. teacher? What makes a min.
good task?
Didactic exploitation of texts: Review of contents 10
Planning of didactic units based on Review of activities 75
4
tasks. Exam preparation. Exam preparation min.

=
TOTAL

100
+
hours

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