Task-Based Language Teaching (TBLT) Code:  M4.963    :  6
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You can use the course plan to plan your enrolment (check to see whether the course is being run this semester in the More UOC / The University / Programmes of study section on Campus). Once teaching starts, you'll be able to find it in the classroom. (The course plan may be subject to change.)

This course introduces the key principles of the methodology of language teaching known as Task-Based Language Learning and Teaching (TBLT). On completing this course, students will be able to (a) situate TBLT on the landscape of teaching methodologies and approaches, (b) articulate the theoretical underpinnings and core principles of TBLT, (c) identify the needs of a particular community of language learners by means of a Needs Analysis, and (d) apply the principles of task-based teaching to designing TBLT didactic units. 

This course is offered as an optional course in the Master’s program in Technology-mediated language teaching and learning and it is also offered as a stand-alone specialization course.


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This is an optional course in the Master’s program in Technology-mediated language teaching and learning and it belongs to the block of courses called “Pedagogical approaches”.

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This is a course designed for professionals in the field of technology-mediated language teaching and learning in face-to-face contexts, online, or hybrid environments. This includes materials writers for online language learning, editors, and consultants for online language learning platforms. 

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In order to register for this course, no previous courses from the master’s program in Technology-mediated language teaching and learning are required.

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Students need to have a level of English (medium language) equal to B2, or higher, according to the Common European Frame of Reference in order to ensure that students have the necessary fluency to communicate and to understand the contents of the course without problems.

Information and communication technology (ICT) skills at user level are recommended.


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This course will contribute to develop the following competencies: Basic (B), general (G), transversal (T), and specific (S):

  • (B9) Students should be able to convey their conclusions, as well as the knowledge and rationale behind to expert and non-expert types of audiences in a clear and unambiguous way.
  • (G1) Identify, compare and contrast the main different models and theoretical principles in the second language acquisition field.
  • (G3) Work in teams collaboratively in a virtual environment.
  • (T1) Analyze and interpret academic texts in the field in order to apply them to pedagogical or research projects or to convey their content through interactive and narrative documents.
  • (S4) Understand the theoretical basis of teaching and learning languages through technology and apply it to the decisions about authentic pedagogical interventions in online or hybrid contexts. 
  • (S6) Identify the role of the teacher who teaches languages through technology, assessing and reflecting on one’s own teaching and learning process.

These competencies are linked to learning outcomes that students will achieve through a series of tasks and for which they will be assessed:

  • Define the fundamental concepts of theoretical approaches to second language teaching and learning through technology.
  • Synthesize arguments in favor of and against TBLT and other approaches, taking into consideration the similarities and differences between them.
  • Develop a proposal for implementing TBLT in a hybrid or online educational setting, demonstrating the ability to critically assess its benefits and drawbacks.
  • Recognize the importance of doing a Needs Analysis as a first step in task-based syllabus design.
  • Select and justify the use of instruments, sources, and techniques needed to do a Needs Analysis.
  • Elaborate a proposal for a Needs Analysis for a specific community of learners in a hybrid or online setting, taking into consideration both language and technology tasks.
  • Describe the characteristics of a pedagogic task in relation to pertinent conceptual frameworks.
  • Apply the underlying TBLT principles to the design of individual tasks and a TBLT didactic unit.
  • Critically evaluate other students’ work via peer feedback.



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  • Situate TBLT on the landscape of teaching methodologies and approaches.
  • Articulate theoretical underpinnings and core principles of TBLT.
  • Identify the needs of a particular community of language learners by means of a needs analysis.
  • Apply the underlying principles of task-based teaching to the design of TBLT pedagogical  units. 

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Task-Based Language Teaching (TBLT) Web

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The materials for this course are self-learning materials in web format and they are available in the virtual classroom. They include various units that gradually build up the contents of the course, with charts, summaries, and examples. In addition, they include activities so that students can check their level of understanding and mastery of the materials. In addition to the supporting self-learning materials, students will work with a bibliography in order to examine the topics of the course more in depth

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The assessment process is based on the student's personal work and presupposes authenticity of authorship and originality of the exercises completed.

Lack of authenticity of authorship or originality of assessment tests, copying or plagiarism, the fraudulent attempt to obtain a better academic result, collusion to copy or concealing or abetting copying, use of unauthorized material or devices during assessment, inter alia, are offences that may lead to serious academic or other sanctions.

Firstly, you will fail the course (D/0) if you commit any of these offences when completing activities defined as assessable in the course plan, including the final tests. Offences considered to be misconduct include, among others, the use of unauthorized material or devices during the tests, such as social media or internet search engines, or the copying of text from external sources (internet, class notes, books, articles, other students' essays or tests, etc.) without including the corresponding reference.

And secondly, the UOC's academic regulations state that any misconduct during assessment, in addition to leading to the student failing the course, may also lead to disciplinary procedures and sanctions.

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This subject can only be passed through a continuous assessment. The final mark on the continuous assessment will be the final mark for the subject.The subject's accreditation formula is as follows: CA

 

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