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International audience; Abstract Multilevel language courses are frequently seen in teaching and learning contexts in higher education. These complex teaching situations can sometimes lead to frustration and a slowdown in student learning, which can even hinder their success in university. Despite the heterogeneities present within a class, studies on differentiated pedagogy have shown that it is possible to build a group where each student can evolve at his or her own pace – according to his or her level, profile, or needs. Furthermore, hybrid courses that are based on an authentic project pedagogy make it possible to offer differentiated courses, stimulate motivation, maintain group cohesion, and encourage the development of learning autonomy. This study examines the relevance of setting up a hybrid course within the framework of multilevel courses to suggest a differentiated pedagogy that would effectively meet the needs of learners and evaluate its potential to develop their autonomy. The methodology is part of an action-research composed of 4 experiments focused on the implementation of a hybrid course based on the differentiated pedagogy, the project pedagogy, and the levers identified to develop autonomy. The corpus will consist of questionnaires and recordings of interviews, classroom sessions, and semi-directed interviews. This short article aims to summarize the theoretical framework, to describe our hybrid course, to show our methodology, and to provide the first results of our study. The paper is part of the AILA Europe Junior special issue.; Los cursos de idiomas en clases multiniveles son contextos de enseñanza habituales en la educación superior. Estas complejas situaciones de enseñanza pueden conducir a la frustración y a la ralentización del aprendizaje de los estudiantes, lo que puede incluso dificultar su éxito en la universidad. A pesar de las heterogeneidades presentes en una clase, los estudios sobre la enseñanza diferenciada han demostrado que es posible construir un grupo en el que cada alumno pueda evolucionar a su propio ritmo según su nivel, perfil o necesidades. Además, los cursos híbridos basados en la enseñanza de proyectos auténticos permiten ofrecer cursos diferenciados, estimular la motivación, mantener la cohesión del grupo y fomentar el desarrollo de la autonomía del aprendizaje. Este estudio examina la pertinencia de implementar un curso híbrido en el contexto de las clases multinivel con el fin de proponer una pedagogía diferenciada que satisfaga eficazmente las necesidades de los alumnos y evaluar su potencial para desarrollar su autonomía de aprendizaje. Nuestra metodología forma parte de una investigación-acción compuesta por 4 experimentos sobre la implementación de un curso híbrido basado en la pedagogía diferenciada, la pedagogía de proyectos y las palancas identificadas para desarrollar la autonomía. El corpus estará formado por cuestionarios, grabaciones de entrevistas de asesoramiento, entrevistas semiestructuradas y sesiones de clase. Este artículo pretende resumir nuestro marco teórico, describir el curso híbrido, ilustrar la metodología elegida y ofrecer los primeros resultados de nuestro estudio. El artículo forma parte del número especial de AILA Europe junior.; Les cours de langue en classe multiniveaux sont des contextes d’enseignement fréquemment rencontrés dans l’enseignement supérieur. Ces situations d’enseignement complexes peuvent parfois conduire à une frustration et à un ralentissement de l’apprentissage des étudiants, pouvant même entraver leur réussite à l’université. Malgré les hétérogénéités présentes au sein d’une classe, les études sur la pédagogie différenciée ont montré qu’il est possible de construire un groupe où chaque étudiant peut évoluer à son rythme en fonction de son niveau, de son profil ou de ses besoins. Par ailleurs, les cours hybrides qui s’appuient sur une pédagogie de projet authentique permettent de proposer des parcours différenciés, de stimuler la motivation, de maintenir la cohésion du groupe et de favoriser le développement de l’autonomie d’apprentissage. Cette étude examine la pertinence de la mise en place d’un cours hybride dans le cadre des cours en classes multi-niveaux afin de proposer une pédagogie différenciée qui répondrait efficacement aux besoins des apprenants et d’évaluer son potentiel pour développer leur autonomie d’apprentissage. Notre méthodologie s’inscrit dans le cadre d’une recherche-action composée de 4 expérimentations portant sur la mise en place d’un cours hybride basé sur la pédagogie différenciée, la pédagogie de projet et les leviers identifiés pour développer l’autonomie. Le corpus sera constitué de questionnaires, d’enregistrements d’entretiens conseils, d’entretiens semi-dirigés et de séances en classe. Cet article a pour objectif de résumer notre cadre théorique, décrire le cours hybride, illustrer la méthodologie choisie et de fournir les premiers résultats de notre étude. L’article fait partie du numéro spécial d’AI-LA Europe junior.

This article explores the principles of the task-based approach in language teaching, which emphasizes communication and real-life situations over rote memorization of grammar rules and vocabulary. Tasks are designed to be meaningful and relevant to learners' needs and interests, and often involve collaboration with others such as planning a trip, conducting interviews, and roleplaying scenarios. Overall, the task-based approach is seen as an effective way to develop communication skills and promote active, student-centered learning.

The purpose of this study is to examine the effectiveness of task-based language teaching approach for improving speaking skills, focusing on fluency, use of appropriate language structure and vocabulary for primary schools in Singapore. This study is also to find out whether the task-based language teaching model can increase students' motivation level, confidence, and ability to speak Malay. This quasi-experimental non-equivalent groups pre-post-tests design study was conducted in Singapore, involving primary 5 pupils from two different schools. The treatment group comprised of 30 students while 22 students were included in the control group. The treatment group used the task-based language teaching model and the control group used conventional approaches. The treatment and control groups underwent oral pre-test before task-based language teaching approach and conventional approaches, respectively. Five task-based language teaching lessons were carried out for five weeks before post-test was administered using pictures for the treatment group. The control group took the same post-test after the conventional approach. The treatment group also completed survey questions before and after task-based language teaching approach. Findings show that there were significant differences between the pre- and post-tests scores for fluency, vocabulary, and language among students in the treatment group. For the control group, there were no significant differences between pre- and post-test scores for fluency, vocabulary, and use of language. However, when the post-test scores of both groups were compared, the results show only significant differences for fluency but not for vocabulary and language. The descriptive results show improvement in motivation and confidence after using task-based language teaching approach. Based on the findings, the researchers recommend that task-based approach be given more attention in Malay Language classes though they also suggest that further research is needed to explore more in the effectiveness of task-based programs for other levels.

The purpose of this study is to identify the effectiveness of the task-based approach to teaching business vocabulary to master’s degree students while studying business English. The discipline of business English aims to develop students’ ability to analyse and solve problems of the business environment, improve their foreign language competence on the basis of acquired business vocabulary. The authors used the task-based approach in teaching business vocabulary which was aimed at encouraging students to social contacts, discussions, use of the necessary lexical units in situations close to real business life. The participants of the study were 34 students who studied for a master’s degree at the National Aviation University (Kyiv, Ukraine) majoring in aviation, rocket and space technology. The study of the course required 34 academic hours. According to the methodology of the experiment, the two groups of students (control and experimental ones) had the same learning materials during the course, but the teaching methods were different. In the control group, we used traditional vocabulary learning methods which implied the presentation of the new vocabulary by the teacher, practice exercises which made learners more familiar with the lexical units and the use of the new vocabulary by students in context. In the experimental group, task-based learning method was used which required students to work on solving real business problems with special attention to the development of teamwork skills and communication skills based on the students’ experience of work in business and communication with colleagues from other countries. Specially designed tasks were used to intensify the process of learning business vocabulary. The study showed significant positive dynamics in the acquisition of business vocabulary by students of the experimental group. The results of the test confirmed that task-based approach to vocabulary learning allows students to learn the necessary business vocabulary on a particular topic more easily and quickly It has been concluded that the task-based approach is not only efficient in vocabulary learning, but also increases the students’ confidence in their professional and communicative competence.

[EN] As assessed by numerous neuropsychological tasks, individuals with autism spectrum disorder (ASD) and schizophrenia spectrum disorders (SSDs) have similar impairments related to executive functions (EFs). The neuropsychological profle of these two conditions was examined using the three-component EFs’ framework of Miyake and Friedman(Cogn Psychol 41(1):49-100, 2000). This approach assesses Inhibition (suppression of unwanted and irrelevant information/responses), Updating (use and control of contents of working memory), and Shifting (disengagement between activities or mental tasks) using nine diferent tasks. In line with previous research, we expected greater performance defcits in ASD in all three components compared to SSD, as well as faster responses for the SSD group. A self-paced task format allowed us to examine whether unlimited time given for a task would lead to better performance. The sample was constituted by the control group (N=25), ASD group (N=24), and SSD group (N=12). Groups did not difer on Inhibition performance. In Updating, individuals with SSD performed poorer than the other groups. As for Shifting, both groups demonstrated poorer performance compared to controls, with the SSD group presenting the greatest difculties. In terms of reaction time (RT), SSD participants’ RT were the slowest on Inhibition and Shifting tasks. There was a positive correlation between performance and time spent on Inhibition and Shifting only for the SSD group, which demonstrates that their performance improves when there are no time constraints. Our work provides a better understanding of spared and impaired EFs, which could be useful for designing strategies aimed at improving specifc EFs in each group., Publicación en abierto financiada por el Consorcio de Bibliotecas Universitarias de Castilla y León (BUCLE), con cargo al Programa Operativo 2014ES16RFOP009 FEDER 2014-2020 DE CASTILLA Y LEÓN, Actuación:20007-CL - Apoyo Consorcio BUCLE.

Authentic texts are a vital component of the task-based learning approach in classroom language acquisition. As they derive from the real-world they constitute a richer source of input and have the potential to raise learners’ awareness of a wider range of discourse features. These qualities of authentic texts are aligned with the contemporary, broadest notion of task, which is not limited to meaning-focused activities and meaningful communication but encompasses focus on form and consciousness-raising of linguistic structures and processes as well. Authentic texts, as real-life input, containing cultural and linguistic information, can respond most effectively to one of the main objectives of task-based instruction, which is to provide a situational and interactional context for activating the language acquisition process. The emphasis on task modelled on real-world language expressions and on authentic response and the engagement of the learners also advocates the use of authentic texts as a source input for task-based language learning. In this article we explore the theoretical frame for the integration of authentic texts into tasks, emphasising the task authenticity criteria and the task typologies for authentic texts. At the end we present a teaching scenario showing how authentic materials and task-based learning can be implemented in teaching literature to lower level students, who are the least exposed to authentic language input in the classroom.

This study provides novel evidence on the relevance of task content changes between and within occupations to wage dynamics of occupational changers and stayers. I use individual-level, cross-sectional data featuring tasks performed on the job to compute a measure of proximity of job contents. Then, I merge this measure to a large-scale panel survey to show that occupational changers experience a wage growth that is declining when the accompanying alterations in task contents are big. For occupational stayers, alterations in task contents generate a positive wage component, beyond tenure effect. However, the results are not robust with respect to the choice of proximity measure and over time.

The purpose of the study was the development, selection and implementation of high-quality physical tasks and situational tasks into the school course «Physics 8», as the conditions for positive motivation to study Physics and form pupils’ key competences in the process of solving them at incomplete secondary schools, namely: communication by means of the state language applying scientific and technical terminologies; core competences in the Natural Sciences and Technology; the digital information competence; the ability to learn throughout life; initiative and enterprise; the social and civil competence; environmental literacy and a healthy lifestyle; the self-educating competence; personal self-improvement. The introduction of the competence-based approach made it possible to take into account the psychological characteristics of adolescents and contributed to the integration of the two child development trends ‒ the desire to communicate with adolescents and the desire to learn the world. The experimental research work was carried out in the eighth grades of secondary schools № 67 and № 68 (Odesa). For the implementation of qualitative problems and situational assignments in Physics, certain examples of qualitative problems in Physics and practical assignments in the Natural Sciences were used in compliance with the curriculum. The assignments had a prominent competence-based nature and were aimed at developing pupils’ skills to explain natural phenomena from a scientific point of view, the ability to apply this knowledge in an unusual context to solve scientific, technical problems and everyday life situations. The chosen framework for performing situational assignments and high-quality tasks inherently enabled pupils’ communicating, mastering scientific physical and technical terminology, manifesting independence in activities, awareness of its value and usefulness, the ability to work in a team. The pupils had an opportunity to use their knowledge of Physics in order to solve practical problems; independently or in a group, to explore the manifestations of physical phenomena, laws and properties in nature, technology, environment and everyday life; to feel responsible for their careful use of natural resources. The observation, questioning, and pupils’ academic success showed that the experimental research contributed to their desire to study Physics as a science, provided not only their mental development, but also the ability to act independently and use the knowledge gained in order to solve specific scientific, technical and life problems or problem situations. It is planned to further use the task-based approach in the process of teaching Physics as an important condition that facilitates the developing of the key competencies of the pupils studying at incomplete secondary schools.

Trabajo fin de máster. Defendido en [2021] Con este trabajo tratamos de dirigir la atención a la necesidad de algunos estudiantes anglófonos de ELE por suavizar su acento extranjero, más concretamente por mejorar la pronunciación de las consonantes vibrantes simple /r/ y múltiple /r/ en español. La producción de ambos fonemas en español suele ser una de las dificultades más habituales para los estudiantes de ELE cuya LM es el inglés, provocada mayoritariamente por la interferencia con su LM. En nuestro trabajo, ofreceremos los diferentes puntos de vista sobre el tratamiento de la pronunciación desde el paradigma comunicativo, para llegar a la conclusión de que una metodología ecléctica se nos antoja la más apropiada para afrontar el proceso de enseñanza-aprendizaje de la pronunciación en la clase de ELE. Para ello, presentamos una propuesta didáctica, basada en el enfoque por tareas, en la que integramos de manera significativa y contextualizada ejercicios de pronunciación creados a partir del MVT, con la queremos demostrar que es compatible la enseñanza más explícita de la pronunciación de un elemento segmental sin dejar de lado el objetivo principal de este programa de enseñanza de L2/LE: la comunicación. Abstract: Our work aims to draw attention to the need of some English-speaking ELE students to soften their foreign accent, more specifically to improve the pronunciation of the simple /r/ and multiple /r/ vibrant consonants in Spanish. The production of both phonemes in Spanish is usually one of the most common difficulties for students of Spanish as a foreign language who are native English speakers, mainly because of the interference with their mother tongue. In our work, we will offer different points of view on the treatment of pronunciation from the communicative paradigm to reach the conclusion that an eclectic methodology seems to us the most appropriate to face the teaching-learning process of pronunciation in the ELE class. To achieve this conclusion, we present a didactic proposal, founded on the task-based approach, in which we integrate pronunciation exercises, created from the Verbo-tonal method, in a meaningful and contextualized way. With this proposal, we want to demonstrate that it is compatible to use explicit teaching pronunciation techniques to teach the pronunciation of a segmental feature without neglecting the main objective of the task-based approach: communication. Ordenador con navegador de Internet ; Adobe Acrobat Reader En port.: Máster Universitario en Didáctica del Español como Lengua Extranjera. 126 p. (Según el contador de la aplicación)

As a result of the ineffectiveness of mainstream language teaching methodologies, L2 learners often feel discouraged and frustrated with the target language. This paper claims that TBLT could reverse this situation via task-based lessons that aim at increasing students' motivation to learn incidentally using their own resources to perform meaning-oriented communicative 'tasks'. Our study departs from a careful analysis of TBLT's theoretical foundations, main aims and methodology. Likewise, a final proposal for the implementation of TBLT principles in EFL teaching in Catalan secondary education shows how the Catalan foreign language curriculum clearly caters for TBLT and even for technology-mediated TBLT. Com a resultat de la ineficàcia de les metodologies d'ensenyament d'idiomes dominants, els estudiants de L2 sovint se senten desanimats i frustrats. Tanmateix, tal com defensa aquest treball, el TBLT podria revertir aquesta situació mitjançant lliçons basades en tasques amb una orientació comunicativa significativa que augmenten la motivació dels estudiants per aprendre de manera incidental utilitzant els seus propis recursos. El nostre estudi analitza els fonaments teòrics del TBLT, els seus objectius principals i la seva metodologia. També mostra com els principis que guien el TBLT (i el "technology-mediated TBLT") es podrien aplicar amb èxit en l'ensenyament de l'anglès com a llengua estrangera segons el currículum català per l'ESO. Como resultado de la ineficacia de las metodologías de enseñanza de idiomas mayoritarias, los estudiantes de L2 a menudo se sienten desanimados y frustrados. Aun así, tal como defiende este trabajo, el TBLT podría revertir esta situación mediante lecciones basadas en tareas con una orientación comunicativa significativa que aumentan la motivación de los estudiantes para aprender de manera incidental utilizando sus propios recursos. Nuestro estudio analiza los fundamentos teóricos del TBLT, sus objetivos principales y su metodología. También muestra como los principios que guían el TBLT (y el "technology-mediated TBLT") se podrían aplicar con éxito en la enseñanza del inglés como lengua extranjera según el currículum catalán para la ESO.

RESUMEN: La utilización de textos literarios en las clases de lenguas extranjeras no suele ser una práctica habitual entre los docentes de nuestro país. Sin embargo, su capacidad para implicar a los alumnos en diálogos comunicativos y en procesos de aprendizaje más activos sitúa a esta herramienta como una de las más valiosas para ofrecer un acceso directo y auténtico a la lengua meta y su cultura. En este trabajo, pretendemos resaltar los beneficios y potencialidades de este recurso para la enseñanza del inglés y, en especial, su valiosa capacidad para ampliar la competencia cultural de los estudiantes, partiendo de la necesidad de atender a la diversidad y riqueza cultural de la lengua inglesa, cada vez más globalizada. Para ello, presentamos una propuesta didáctica basada en el empleo de cuentos multiculturales y su integración dentro de los modelos comunicativos que imperan en nuestras aulas, concretamente, la enseñanza por tareas. Esta estrategia nos permitirá avanzar en el desarrollo de la competencia literaria y lectora del alumnado, como parte integrante de su competencia comunicativa. ABSTRACT: The use of literary texts in the foreign language classroom is not a common practice among teachers in our country. Nevertheless, its ability to involve learners in communicative dialogues and active learning processes, makes this tool one of the most valuable materials to offer a direct and authentic access to the target language and culture. In this paper, we plan to emphasize the main benefits and possibilities of this resource in English language teaching and, primarily, its ability to develop students’ cultural competence, based on the need to attend to the diversity and cultural richness of English language, increasingly globalized. To do this, we develop a didactic proposal based on the use of multicultural stories and the integration of this material into the communicative models that prevail in our classrooms, in particular, the Task-Based Approach. This method will allow us to progress in the development of students’ literary competence and reading skills, as an integral part of their communicative competence. Máster en Aprendizaje y Enseñanza de Segundas Lenguas / Second Language Learning and Teaching

The teaching of Spanish-FL/SL has an important tradition of educational materials. Its wide range of current works allows students, teachers and academic authorities to satisfy, among others, their methodological expectations. All pursue, in any case, the acquisition-learning of linguistic aspects and communication skills that guarantee the mastery of Spanish. In the assessment of the manuals, the methodology has a special importance because it will be decisive to achieve the purposes of teaching and learning. We present the results of the application of an original analysis model (instruments, work method and analysis criteria) of recognized current manuals of Spanish-FL, with different degrees of adhesion to Communicativism. Likewise, we reflect on those aspects that can be improved, and offer, according to our criteria and experience, innovative alternatives in the field of teaching and learning second languages. La enseñanza del español-LE/L2 cuenta con una importante tradición de materiales didácticos. Su amplia oferta actual de obras permite a aprendices, profesores y autoridades académicas satisfacer, entre otras, sus expectativas metodológicas. Todas persiguen, de una manera u otra, la adquisición-aprendizaje de aspectos lingüísticos y destrezas comunicativas que garanticen el dominio del español. En la valoración de los manuales, la metodología tiene una especial importancia pues será decisiva para alcanzar los propósitos de la enseñanza-aprendizaje. Presentamos los resultados de la aplicación de un modelo de análisis original (instrumentos, método de trabajo y criterios de análisis) de reconocidos manuales actuales de ELE/L2, con diferentes grados de adhesión al Comunicativismo. Asimismo, reflexionamos sobre aquellos aspectos susceptibles de ser mejorados y ofrecemos, según nuestro criterio y experiencia, alternativas innovadoras en el ámbito de la enseñanza y el aprendizaje de segundas lenguas.

The paper presents a comparative research of various legal translation teaching methods within the framework of TBLT approach to TESOL. It aims to suggest the combination of relatively effective teaching methods, which may facilitate the learning of direct and reverse legal translation skill in Legal English ESP courses.The author of the study periodically assessed the translation skills of learners at the Russian State University of Justice in Moscow until they completed one semester of a Legal English ESP course. The research data shows the progress of students' translating competence formation, exposes the structure of various translation subskills and evaluates the students' readiness for professional cross-cultural communication at the end of the first semester of training.It is suggested that the optimal combination of methods is the balanced use of grammar-translation method, communicative method and case method, as well as tasks on the overcoming of 15 difficulties of legal translation in Russian-English language pair. Legal translation is defined as a language mediation (Garzone, Viezzi 2002) that creates an equivalent and adequate replacement of the source legal document in the target language. The difficulty of translation in Legal English is a situation of potential communicative failure that arises in the process of interpreting the meaning of a legal text in the source language (S.L.) and creating an adequate and equivalent text in the target language (T.L.).

This article describes the implementation of Task-Based approach to improve speaking skills in learning Russian as a foreign language, {"references":["Giyoto. 2007. Task-Based Approach Of Facilitating The Speaking Practice For A Big Class (From the bravery of being wrong to the pride of being acceptable). A paper presented in TEFLIN 2007","Novia, T. 2002. Strategy to improve student's ability in speaking. Makalah Tugas Akhir S1. Padang: UNP Padang."]}

Studies on Second Language Acquisition (SLA) have been increasingly conducted in recent years, especially concerning the contributions of the so called task-based approach, which has been gradually undergone some adaptations, becoming a driving force for syllabus design. Within the field of Didactics of Translation (DT) the use of tasks has also, so far, proven to be an appropriate approach in the teaching and learning of translation. Therefore, in this article, I will discuss the differences regarding the rationale behind the definition of task as well as its application both in the SLA and in the DT environments. The method seeks to justify the choice of the discussed concepts, and presents the steps in the development a translation task here proposed. The discussion is grounded on this example of translation task and examines how the notion of task in SLA interfaces with the acquisition of translation competence in DT. The conclusion shows that SLA can inspire and contribute to DT concerning the task-based approach. Some of these contributions here discussed are authenticity, focus on meaning and on form, and planning. Furthermore, such contributions are applied in the development of a translation task, as a means of exemplification, and building a bridge between the areas of SLA and the DT.

When we speak of interculturality, the first thing that comes to our minds is culture and tradition. Today, intercultural communication competence is essential in the classroom for teaching English as a Foreign Language, as we live in an increasingly pluralistic and globalized world. In the words of Beacco et al. (2016) the “plurilingual and intercultural competence is the ability to use a plural repertoire of linguistic and cultural resources to meet communication needs or interact with other people and enrich that repertoire while doing so.” (p. 23). Studying a foreign language without this competence would be meaningless, as language and culture would not exist without each other. In this Master’s Final Project, the aim is to bring students closer to this competence through The Simpsons, as it is a youthful television phenomenon that has been appearing on our home televisions for over 30 years. To this end, the teaching unit will be designed under the guidelines of the task-based approach and the Total Physical Response (TPR) method, whose main objectives will be cooperative work based on the completion of various tasks that will also seek the motivation and interest in learning of the students. In other words, the aim is to use authentic material with the support of the Information and Communication Technologies (ICT) and gamification to promote the motivation of pupils in the process of teaching-learning the foreign language., Cuando hablamos de interculturalidad, lo primero que viene a nuestra mente es cultura y tradición. Hoy en día, la competencia intercultural es imprescindible en las aulas de enseñanza del Inglés como Lengua Extranjera, ya que vivimos en un mundo cada día más plural y globalizado. En palabras de Beacco et al. (2016) la "competencia plurilingüe e intercultural es la capacidad de utilizar un repertorio plural de recursos lingüísticos y culturales para satisfacer las necesidades de comunicación o interactuar con otras personas y enriquecer ese repertorio al hacerlo". (p. 23). Estudiar un idioma extranjero sin esta competencia no tendría ningún sentido, ya que lengua y cultura no existirían la una sin la otra. En este trabajo de fin de máster se pretende acercar a los alumnos a esta competencia a través de la serie de Los Simpson, al ser un fenómeno televisivo juvenil que hoy día cuenta con más de 30 años apareciendo en las televisiones de nuestros hogares. Para ello, la unidad didáctica estará diseñada bajo las directrices del enfoque por tareas y el método de la Respuesta Física Total (TPR), cuyos principales objetivos serán el trabajo cooperativo basado en la realización de varias tareas que buscarán también la motivación y el interés por aprender de los alumnos. Es decir, se intenta utilizar material auténtico con apoyo de las Tecnologías de la Información y Comunicación (TIC) y la gamificación para fomentar la motivación de los alumnos en el proceso de enseñanzaaprendizaje de la lengua extranjera., Departamento de Filología Inglesa, Máster en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas

Mediante una experiencia didáctica llevada al aula de EL2 para enseñar gramática histórica a francófonos universitarios de nivel C1 en Madrid, se pretende con este trabajo demostrar que la flexibilidad del enfoque por tareas permite conjugar con éxito las exigencias institucionales con las necesidades de los estudiantes. Para ello, se exponen los fundamentos teóricos (concepto de tareas, enseñanza inductiva de la gramática), la metodología de investigación (proceso de creación del material, descripción sesión a sesión) y los resultados alcanzados (complejidad de la asignatura, motivación por aprenderla de una forma distinta). La principal conclusión apunta a que puede ser altamente eficaz para el aprendizaje convertir en tareas posibilitadoras y finales los instrumentos de evaluación exigidos por la planificación docente. Artikulu honen xedea atazen bidezko planteamenduaren malgutasunari esker erakundeek ezarritako betebeharrak eta ikasleen beharrak arrakastaz konbina daitezkeela frogatzea da. Bateragarritasun hau Madrilen C1 mailako unibertsitate ikasle frankofonoei gramatika historikoa irakasteko helburuarekin ELE ikasgelara eramandako esperientzia didaktiko baten bidez erakutsiko da. Horretarako, oinarri teorikoak (atazen kontzeptua, gramatika irakaskuntza induktiboa), ikerketarako metodologia (materialak sortzeko prozesua, saioz saioko deskribapena) eta lortutako emaitzak (irakasgaiaren konplexutasuna, modu berri baten bidez ikasteko motibazioa) aurkeztuko dira. Ondorio nagusia hurrengoa da: planifikazioak eskatutako ebaluazio-tresnak ataza baliagarri bihurtzea oso eraginkorra izan daitekeela, irakaslearen aburuz ikasleak ataza hauek burutzeko gai diren heinean. Through a didactic experience of teaching Spanish historical grammar to a group of C1-level francophone students in Madrid, the aim of this paper is to demonstrate that the flexibility of the taskbased approach lets teachers successfully combine the institutional requirements with the needs of the students. For this, the theoretical foundations are exposed (concept of tasks, inductive teaching of grammar), as well as the research methodology (creation of teaching material, session to session description) and the results achieved (complexity of the contents, motivation to learn it from a different way). The main conclusion points out that it can be highly effective for learners to turn the assessment tools required by planning into enabling and final tasks achievable by the students.

Trabajo fin de máster. Defendido en [2019?] Bibliografía: p. 56-72 (Según el contador de la aplicación) En este trabajo se lleva a cabo una propuesta didáctica enfocada al aprendizaje de las emociones y de la lengua española por parte de cuatro alumnos saharauis, que se incorporan al ámbito escolar español a través de un proyecto solidario de colaboración humanitaria llamado ‘‘Proyecto Madrasa’’. Para comprender la relevancia de este planteamiento práctico, se realiza un proceso de revisión sobre la cuestión del aprendizaje de lenguas extranjeras y su relación con la realidad emocional de los aprendientes. El Teatro Aplicado enfocado a la enseñanza de lenguas extranjeras, cuya versatilidad abarca un gran cómputo de técnicas dramáticas, se plantea como una de las herramientas principales para conseguir que los alumnos aprendan español, mediante la visión pedagógica de un enfoque por tareas. El aprendizaje del idioma español se utilizará como vehículo para conocer, comprender y gestionar las emociones que surgen en cada uno de ellos y en los demás que forman parte de su nuevo entorno, lo que afecta directamente a su capacidad de aprendizaje, crecimiento personal y adaptación a su nueva realidad. Abstract: This research work focuses on a didactic proposal about the learning of emotions and the Spanish Language carried out through four Saharan students who are introduced to the Spanish school setting by a supportive project of humanitarian collaboration called ´Proyecto Madrasa´. To understand the importance of this practical approach, a review procedure is carried out by the learning issue of foreign languages and its connection with the emotional reality of learners. The Applied Theatre focused on the learning of foreign languages, whose versatility includes a lot of drama techniques, is developed as one of the main tools to ensure that the students learn Spanish, through the pedagogical vision of a task-based approach. The learning of the spanish language is used as a impeller to learn, understand and manage the emotions of each of them and others who take part in their new environment, affecting directly to their learning ability, personal growth and adaption to their new reality. Ordenador con navegador de Internet ; Adobe Acrobat Reader En port.: Máster Universitario en Didáctica del Español como Lengua Extranjera. 113 p. (Según el contador de la aplicación)

This essay aims at developing a seminar based on Mario Ramos’ (1958-2012) work for children carried out in Faculty of Education (Toledo, UCLM) for Early Childhood and Primary Education pre-service students. Our experience encourages to practice the four communicative skills (oral/ written comprehension and oral/ written expression) through a task-based approach which focus on three main didactic areas from the curriculum: linguistic, emotional and social and citizen competences. In conclusion, we will also consider particularly every student’s methodology in his/ her future role as a storyteller in schools. Presentamos un monográfico sobre el autor e ilustrador infantil belga (Mario Ramos, 1958- 2012) llevado a cabo en la Facultad de Educación de Toledo (UCLM) para los alumnos de Grado en Maestro de Educación Infantil y Primaria. La experiencia pretende desarrollar las cuatro destrezas en lengua francesa (comprensión oral y escrita, expresión oral y escrita) bajo un enfoque por tareas focalizado en tres competencias esenciales del currículo escolar: lingüística, emocional y social y ciudadana. Asimismo, reflexionamos sobre la metodología durante la puesta en escena de nuestro alumnado en cada una de las dramatizaciones en francés de los álbumes ilustrados de Ramos. Nous présentons par la suite un cours monographique sur l’auteur et illustrateur belge de littérature d’enfance et de jeunesse (Mario Ramos, 1958-2012), développé à la Faculté d’Éducation de Tolède (UCLM) par les étudiants de Formation de Maîtres. Cette expérience pratique vise à améliorer les quatre habilités communicatives en langue française (compréhension orale et écrite, expression orale et écrite) à travers l’approche par les tâches en privilégiant trois compétences essentielles dans les programmes d’enseignement : il s’agit des compétences linguistique, émotionnelle et sociale et citoyenne. De même, nous réfléchirons sur l’approche méthodologique utilisée lors des dramatisations des albums illustrés de Ramos de la part de nos étudiants : futurs enseignants dans les écoles.

RESUMEN Este Trabajo Fin de Grado pretende mostrar la importancia de llevar a cabo una enseñanza que contemple el Español como Lengua Extranjera (ELE) a lo largo de la etapa de Educación Primaria mediante el Enfoque por Tareas. Para alcanzar la meta propuesta, se ha elaborado una propuesta didáctica, dirigida específicamente al alumnado de quinto curso, con el objetivo de fomentar la ampliación de vocabulario a través del cuento tradicional aprovechando el carácter lúdico del mismo ABSTRACT This Final Degree Project intends to show the importance of carrying out a teaching that contemplates Spanish as a Foreign Language (ELE) throughout the Primary Education stage through the Task Approach. To achieve the proposed goal, a didactic proposal has been developed, specifically aimed at fifth-grade students, with the aim of promoting the expansion of vocabulary through the traditional story taking advantage of its playful nature. Grado en Magisterio en Educación Primaria

Building on the canonical model of skill-biased technical change to incorporate differential effects of technology and international trade on the skill composition of occupations, the paper employs a task-based approach to analyze structural changes in regional employment within a rich vocational education setting in West Germany during 1979 and 2012. Results confirm theoretical predictions that regional employment districts with high initial share of routine occupations have experienced greater subsequent adoption of computer and information technology and larger decline in routine occupations. Exposure to global imports in goods and services has reduced overall employment in routine-intensive occupations; the magnitude being notably smaller as compared to technology. However, when looking at the direction of displacement of routine workers, regions with greater share of routine jobs have experienced greater growth of high-skilled abstract jobs in the subsequent periods while the overlap between initial apprenticeship intensity and subsequent decline in regional routine employment is significantly strong. Taken together, findings show that unlike in the USA where employment growth in low-skilled service occupations has been the greatest, in Germany there is a greater trend toward occupational upgrading and larger growth in managerial and professional occupations due to the operationalization of its apprenticeship system., This research has been financially supported by the Deutsche Forschungsgemeinschaft (DFG) and the Research Training Group 1411 “The Economics of Innovative Change.”

The aim of this paper is to offer a series of useful activities to use new technologies for teaching foreign languages. For this, after a section where we explain our concept of “new technologies”, several tasks are proposed to take ICT as essential tools to improve the (meta)cognitive development of students. On the one hand, we show tasks with an explicit linguistic objective (phonological competence, grammatical competence, lexical competence, discursive-pragmatic competence). On the other hand, activities without a specific linguistic objective are included, either because they work with integrated skills, or because they simply look for the incorporation into the classroom of affective issues (self-esteem, motivation or emotions), as well as the development of some higher cognitive processes (memory, reflection or reasoning). The main conclusion points out the extraordinary possibilities of teaching exploitation offered by new technologies, especially if the teacher is able to fruitfully integrate them with other teaching techniques. El objetivo del presente trabajo es ofrecer una serie de actividades útiles para emplear las nuevas tecnologías en la enseñanza de lenguas extranjeras. Para ello, tras una sección destinada a explicar qué entendemos por el concepto de “nuevas tecnologías”, se proponen diversas tareas que toman las TIC como herramientas esenciales para mejorar el desarrollo (meta)cognitivo de los estudiantes. Por un lado, se muestran tareas con objetivo lingüístico explícito (competencia fonológica, competencia gramatical, competencia léxica, competencia discursivo-pragmática). Por otro lado, se incluyen actividades sin objetivo lingüístico concreto, bien porque trabajan destrezas integradas, bien porque buscan, simplemente, la incorporación al aula de cuestiones afectivas (autoestima, motivación o emociones) o el desarrollo de algunos procesos cognitivos superiores (memoria, reflexión o razonamiento). La principal conclusión apunta a las extraordinarias posibilidades de explotación docente que ofrecen las nuevas tecnologías, especialmente si el profesor es capaz de interrelacionarlas con maestría con otras técnicas de enseñanza. L’objectif de cet article consiste à offrir une série d’activités utiles pour employer les nouvelles technologies dans l’enseignement des langues étrangères. Pour cela, après une partie consacrée à l’explication de ce que nous entendons comme “nouvelles technologies”, nous proposons différentes tâches avec un objectif linguistique explicite (compétence phonologique, compétence grammaticale, compétence lexicale, compétence discursive-pragmatique). Par ailleurs, nous incluons des activités sans objectif linguistique concret, bien parce que l’on travaille des aptitudes intégrées, ou bien parce que l’on ne cherche tout simplement qu’à incorporer en classe des éléments affectifs (estime de soi, motivation ou émotions) ou développer certains procédés cognitifs supérieurs (la mémoire, la réflexion ou le raisonnement). La principale conclusion montre les extraordinaires possibilités d’exploitation dans l’enseignement qu’offrent les nouvelles technologies, surtout si le professeur est capable de les interconnecter avec brio à d’autres techniques d’enseignement.

English communication is a crucial skill that should be mastered by students at the university level due to the demand of study skills comprehension. Nevertheless, students still have low motivation and lack of practicing English proficiency as substantial ability in academic field. This condition is strengthened by the limited owing to the required time in English for Academic Purposes (EAP) classes. Covering the ongoing situation, information and communications technology (ICT) presents an virtual educational setting that is able to provide accessible effective materials to assist participants in learning. In addition, the task-based approach is taken based on the students’ need to practice authentic English through meaningful tasks. This study aims at analyzing the students’ perceptions on the implementation of integrating ICT into EAP materials through a task-based approach and identifying the implications. We employ descriptive qualitative method, where a survey was carried out to obtain some information about the students’ viewpoint regarding the materials. This results reveals that the practice of integrating ICT into English Academic Purposes (EAP) materials through task-based approach promotes students’ motivation and gains meaningful learning experiences.

This paper explores the nature and the key empirical regularities of green employment in US local labor markets between 2006 and 2014. We construct a new measure of green employment based on the task content of occupations. Descriptive analysis reveals the following: 1. the share of green employment oscillates between 2 and 3 percent, and its trend is strongly pro-cyclical; 2. green jobs yield a 4 percent wage premium; 3. despite moderate catching-up across areas, green jobs remain more geographically concentrated than similar non-green jobs; and 4. the top green areas are mostly high-tech. As regards the drivers, changes in environmental regulation are a secondary force compared to the local endowment of green knowledge and resilience in the face of the great recession. To assess the impact of moving to greener activities, we estimate that one additional green job is associated with 4.2 (2.4 in the crisis period) new jobs in non-tradable activities in the local economies.

Resumen: La presente propuesta de experiencia práctica aspira a compartir los buenos resultados conseguidos en un curso de español como lengua extranjera dirigido a inmigrantes realizado en “L’Espai d’Inclusió i Formació Casc Antic” (Eicascantic Barcelona), en el que se combinó el enfoque comunicativo con el enfoque por tareas con los objetivos de mejorar el nivel lingüístico de los alumnos y de favorecer su inclusión social en su nuevo contexto. Para ello, se creó el material sociolingüístico del nivel A2 del MCERL Conociendo y se aplicó en un curso intensivo de 54 horas de duración llevando a cabo, a posteriori, un análisis de los resultados obtenidos. Todo ello se realizó teniendo en mente el objetivo principal de la entidad: promover la inclusión social de personas jóvenes y adultas de diversos orígenes mediante iniciativas de formación y participación que faciliten el ejercicio de una ciudadanía activa y responsable, la convivencia y la cohesión social.Palabras clave: Aprendizaje L2, inmigración, inclusión social, enfoque comunicativo, enfoque por tareas, prácticas comunicativas. Abstract: The present proposal of practical experience aims to share the good results achieved in a course of Spanish as a foreign language for immigrants carried out in “L’Espai d’Inclusió i Formació Casc Antic” (Eicascantic) in which the communicative approach and the task-based approach were combined in order to fulfil objectives of improving the linguistic level of students and promoting their social inclusion in their new context. To this end, the sociolinguistic material of level A2 of the MCERL "Conociendo" was created and applied in an intensive course of 54 hours duration, carrying out, afterwards, an analysis of the results obtained. All this was done with the main objective of the organization in mind: to promote the social inclusion of young people and adults of different origins through training and participation initiatives that facilitate the exercise of active and responsible citizenship, coexistence and social cohesion.Keywords: L2 learning, immigration, social inclusion, communicative approach, task-based approach, communicative practices.

Este trabajo va a profundizar sobre el aprendizaje por tareas y el uso de materiales reales adaptados para la docencia como una herramienta para poner en práctica el ABT (aprendizaje basado en tareas). En la primera parte, la parte teórica haremos la justificación del trabajo elegido y profundizaremos en las características que tiene el aprendizaje por tareas. El aprendizaje por tareas permite a los estudiantes hacer uso del lenguaje antes de estudiar la gramática. En la parte de investigación, veremos la idoneidad o no del uso de materiales auténticos para proporcionar tareas significativas que fomenten el aprendizaje de lenguas. La investigación se hará sobre el uso de materiales auténticos para aprender español como L2. Para ello se han seleccionado cinco niñas y tres niños de segundo de primaria (6 años) del colegio St Mary’s Preparatory School de Liverpool, y el desarrollo de la investigación se ha hecho durante 4 sesiones de 15 minutos y una más de evaluación This project is going to take a deep look at the task-based learning approach (TBL) and the use of authentic materials adapted for teaching as a tool to implement TBL. Firstly, we will justify the chosen topic and will see in some depth the characteristics of task-based learning. This approach allows the students to use the language before studying any grammatical aspects. In the research section, we will verify the suitability of authentic materials for providing meaningful tasks to learn languages. The research will focus on the use of authentic materials to learn Spanish as an L2. For that purpose, we have selected five girls and three boys from Year 2 at St Mary’s Preparatory School, in Liverpool, and the development of the research itself has been carried out in four sessions of fifteen minutes each, and an extra one for assessment Graduado o Graduada en Maestro en Educación Primaria por la Universidad Pública de Navarra Lehen Hezkuntzako Irakasletzan Graduatua Nafarroako Unibertsitate Publikoan

Cette fiche pédagogique est la partie pratique du compte rendu d’un atelier donné au XXVIe congrès annuel de l’APLIUT. Il s’agit de la présentation de quelques idées pour les deux ou trois premières heures de cours de langue avec une classe. Les documents en annexe sont en anglais, et destinés aux étudiants en IUT, mais les principes sont applicables à tous les niveaux et à tous les publics.La méthodologie qui sous-tend ces idées pédagogiques est une approche communicative et un enseignement des langues par les tâches. These teaching notes are the practical part of the write-up of a workshop given at the XXVIth annual APLIUT conference. They are the presentation of some ideas for the first three or four hours of language lessons with a new class. The resources in the appendix are in English and aimed at IUT students, but the principles can be adapted to all levels and all types of learners.The methodology which underlies these teaching ideas is a communicative and task-based approach to teaching language.

Pour comprendre les points forts d‘une approche qualitative de l’évaluation en langue étrangère, il convient de bien comprendre ses fondements théoriques et les apports récents des recherches en acquisition des langues qui la justifient. L’objectif de cet article est de permettre aux enseignants du secteur LANSAD de faire le point et de mieux cerner les implications que les projets tels que celui du CLES peuvent avoir pour eux. In order to understand the strong points of qualitative foreign language evaluation it seems preferable to have a clear view of its theoretical background and of the recent results of SLA research which justify it. The aim of this article is to enable the teachers of foreign languages to students of other disciplines to review the problem and to figure out what projects such as CLES may imply for the profession.

RESUMEN: Este trabajo se centra en el Español para Fines Profesionales, un campo con una gran demanda en la actualidad, y dentro de este, en el Español Jurídico. En nuestra investigación hemos profundizado en el marco teórico de las lenguas de especialidad, deteniéndonos en el Español para Fines Específicos, el Español Jurídico y en el Diseño curricular. También hemos analizado el tratamiento del Derecho Civil en varios manuales de EFP a lo largo de los últimos años y hemos propuesto una programación didáctica cuyos planteamientos metodológicos son el enfoque por tareas, el estudio de casos y la simulación. La programación se ha diseñado para dos semanas de duración y está dirigida a un grupo europeo de abogados especializados en Derecho Civil que vienen a España en un programa de inmersión laboral. De este modo compaginan el trabajo en un despacho de abogados con clases de EFP por las tardes. Nuestro fin es que esta programación didáctica sea un modo de aproximarse a la realidad del aula de EFP y pueda ayudar al alumno, a través del proceso de enseñanza-aprendizaje, a comunicarse de modo satisfactorio en su ámbito de trabajo, con sus clientes, compañeros, jefes, en el despacho, en el juzgado, etc. Asimismo, pretendemos poner a disposición de los profesores de Español Jurídico un curso diseñado a medida para los profesionales especializados en Derecho Civil que quieran ejercer en España. Este estudio es de carácter descriptivo cualitativo, pues no hemos tenido la posibilidad de pilotar la programación didáctica. No obstante, anhelamos que sea puesta en práctica en el aula para probar su validez, siendo evaluada por el docente y los aprendientes de EFP. ABSTRACT: This work focuses on the Spanish for professional purposes, a field with high demand today, and within this, in the Legal Spanish. In our research, we have delved into the theoretical framework of specialized languages, stopping in Spanish for Specific Purposes, Legal Spanish and in curriculum design. We have also analyzed the treatment of civil law in several manuals of SPP over recent years and we have proposed an educational program whose methodological approaches are task-based approach, case studies and simulation. The program is designed for two weeks and it is adressed to an European group of lawyers specialized in civil law who come to Spain on a program of work immersion. Thus they combine they combine a job in a law firm with SPP classes in the evenings. Our aim is this educational program will be a way of approaching to the reality of the SPP classroom and it can help students through the process of teaching and learning to communicate satisfactorily in their working environment, with customers, partners, bosses, in the office, in court, etc. We also want to make available to Legal Spanish teachers a course designed for specialized Civil Law professionals who want to practice in Spain. This study is qualitative descriptive, because we have not had a chance to pilot the teaching program. However, we long for being implemented in the classroom to test its validity, being evaluated by teachers and learners of SPP. Máster en Enseñanza del Español como Lengua Extranjera

Presentamos un monográfico sobre el autor e ilustrador infantil belga (Mario Ramos, 1958- 2012) llevado a cabo en la Facultad de Educación de Toledo (UCLM) para los alumnos de Grado en Maestro de Educación Infantil y Primaria. La experiencia pretende desarrollar las cuatro destrezas en lengua francesa (comprensión oral y escrita, expresión oral y escrita) bajo un enfoque por tareas focalizado en tres competencias esenciales del currículo escolar: lingüística, emocional y social y ciudadana. Asimismo, reflexionamos sobre la metodología durante la puesta en escena de nuestro alumnado en cada una de las dramatizaciones en francés de los álbumes ilustrados de Ramos. This essay aims at developing a seminar based on Mario Ramos’ (1958-2012) work for children carried out in Faculty of Education (Toledo, UCLM) for Early Childhood and Primary Education pre-service students. Our experience encourages to practice the four communicative skills (oral/ written comprehension and oral/ written expression) through a task-based approach which focus on three main didactic areas from the curriculum: linguistic, emotional and social and citizen competences. In conclusion, we will also consider particularly every student’s methodology in his/ her future role as a storyteller in schools. Nous présentons par la suite un cours monographique sur l’auteur et illustrateur belge de littérature d’enfance et de jeunesse (Mario Ramos, 1958-2012), développé à la Faculté d’Éducation de Tolède (UCLM) par les étudiants de Formation de Maîtres. Cette expérience pratique vise à améliorer les quatre habilités communicatives en langue française (compréhension orale et écrite, expression orale et écrite) à travers l’approche par les tâches en privilégiant trois compétences essentielles dans les programmes d’enseignement : il s’agit des compétences linguistique, émotionnelle et sociale et citoyenne. De même, nous réfléchirons sur l’approche méthodologique utilisée lors des dramatisations des albums illustrés de Ramos de la part de nos étudiants : futurs enseignants dans les écoles.

Research since Gary Becker equated specific human capital with firm-specific human capital. This paper divides firm human capital into a specific and a general component to investigate the relationships between firm- and occupation-specific human capital and job switches. Applying the task-based approach, the results show that the degree to which firm knowledge is portable depends on tasks similarities between the firms. In the case of switches, less experienced workers travel longer tasks distances between firms than more experienced workers. Firm- and occupation-specific knowledge are negatively related to wages in a new job but achieving a good occupational, instead of firm, match is most important for employees. The amount of specific knowledge on the firm level, called occupational intensity, decreases with experience and leads to higher wages for higher qualification levels. In addition, the positive effect of occupational intensity on wages can outweigh the negative consequences of covering long tasks distances.

Este trabajo propone aplicar el enfoque por tareas a la didáctica de la traducción literaria para afrontar los nuevos retos didácticos que priorizan el papel que el propio alumno debe desempeñar en su propio aprendizaje. Para ello esbozaremos los aspectos más relevantes que conforman el enfoque por tareas, junto con conceptos más tradicionales que se deben integrar en este enfoque como la competencia traductora, la calidad de la traducción y la revisión y análisis crítico evaluativo de traducciones, lo que nos permitirá sugerir ejemplos de tareas que se puedan realizar en el aula. Una cuidosa planificación de los objetivos, contenidos, actividades y evaluación de cada una de las tareas permitirán que el alumno adquiera y consolide las competencias necesarias para lograr traducciones literarias de calidad. This paper proposes to apply task-based approach to literary translation teaching in order to face current teaching challenges, as the student’s role is given special prominence. Taskbased approach will be introduced and complemented with more traditional notions such as translator’s competence, translation quality, revision and contrastive assessment analysis. Then, tasks examples will be provided. A careful planning of tasks objectives, contents, activities and assessment will enable students to acquire the necessary competence to reach quality in translation.

This paper proposes to apply task-based approach to literary translation teaching in order to face current teaching challenges, as the student’s role is given special prominence. Taskbased approach will be introduced and complemented with more traditional notions such as translator’s competence, translation quality, revision and contrastive assessment analysis. Then, tasks examples will be provided. A careful planning of tasks objectives, contents, activities and assessment will enable students to acquire the necessary competence to reach quality in translation. Este trabajo propone aplicar el enfoque por tareas a la didáctica de la traducción literaria para afrontar los nuevos retos didácticos que priorizan el papel que el propio alumno debe desempeñar en su propio aprendizaje. Para ello esbozaremos los aspectos más relevantes que conforman el enfoque por tareas, junto con conceptos más tradicionales que se deben integrar en este enfoque como la competencia traductora, la calidad de la traducción y la revisión y análisis crítico evaluativo de traducciones, lo que nos permitirá sugerir ejemplos de tareas que se puedan realizar en el aula. Una cuidosa planificación de los objetivos, contenidos, actividades y evaluación de cada una de las tareas permitirán que el alumno adquiera y consolide las competencias necesarias para lograr traducciones literarias de calidad.

This present article seeks to provide a mixed methodological model for the development and implementation of a Teaching Module for Spanish as a Foreign Language in the face-to-face environment. The primary objective is to portray how methodological principles from different language teaching approaches (such as task based language teaching and cooperative learning) can be combined effectively in designing activities for face-to-face contexts. In this regard, empirical evidence is analysed in order to determine the effectiveness of the mixed methodology in the teaching-learning of Spanish as a Foreign Language in the said settings, in a study based on a longitudinal experimental design with pre-test and post-test, but without control group. The results show an increase in the acquisition of specific knowledge in Spanish as a Foreign Language. It is therefore proposed that mixed methodological models be integrated and implemented when designing Teaching Modules for Language Learning, since they are the most suitable for Second and Foreign Language Acquisition, El presente artículo propone proveer un modelo metodológico mixto para el desarrollo e implementación de un Módulo de Enseñanza para el español como lengua extranjera en la modalidad presencial. El objetivo principal es evidenciar cómo los principios metodológicos provenientes de algunos de los diferentes enfoques didácticos - enfoque por tareas y aprendizaje cooperativo - pueden ser aplicados de manera efectiva en el diseño de contextos presenciales. Para ello, se explora evidencia empírica acerca de la efectividad de la metodología mixta en la enseñanza-aprendizaje de español como lengua extranjera en dichos ambientes, en un estudio basado en un diseño cuasi-experimental longitudinal con pre-test y post-test, sin grupo control. Los resultados muestran un incremento en el aprendizaje de determinados conocimientos en español como LE. Se propone, entonces, que en el diseño de módulos de enseñanza para el aprendizaje de lenguas se integren e implementen modelos metodológicos mixtos por cuanto son los más propicios para el aprendizaje de LE/L2., Le présent article cherche à fournir un modèle méthodologique mixte pour le développement et la mise en oeuvre d'un module d'enseignement de l'espagnol comme langue étrangère dans l'environnement face à face. L'objectif principal est de présenter la façon don’t les principes méthodologiques des différentes approches d'enseignement des langues (comme l'enseignement des langues par tâches et l'apprentissage coopératif) peuvent être combinés éfficacement avec le but de concevoir des activités pour des contextes face à face. À cet égard, les évidences empiriques sont analysées afin de déterminer l'efficacité de la méthodologie mixte dans l'enseignement-apprentissage de l'espagnol comme langue étrangère dans les paramètres donnés. Cette investigation est basée sur une étude longitudinale quasi-expérimentale avec pré-test et post-test, mais sans groupe de contrôle. Les résultats montrent une augmentation de l'acquisition de connaissances spécifiques en espagnol comme langue étrangère. Donc, on se propose que s’intègrent et se mettent en oeuvre des modèles mixtes méthodologiques afin de concevoir des modules pédagogiques pour l'enseignement et l'apprentissage des langues. Sans aucun doute, ils sont les plus adaptés pour l'acquisition des deuxièmes langages et langues étrangères.

This present article seeks to provide a mixed methodological model for the development and implementation of a Teaching Module for Spanish as a Foreign Language in the face to face environment. The primary objective is to portray how methodological principles from different language teaching approaches (such as task based language teaching and cooperative learning) can be combined effectively in designing activities for face to face contexts. In this regard, empirical evidence is analysed in order to determine the effectiveness of the mixed methodology in the teaching-learning of Spanish as a Foreign Language in the said settings, in a study based on a longitudinal experimental design with pre-test and post-test, but without control group. The findings will help to provide researchers, educators and language teachers with valid guidelines as it relates to the development of Teaching Modules and Units for Foreign Language Learning. The results show an increase in the acquisition of specific knowledge in Spanish as a Foreign Language, thus improving the students’ linguistic and communicative competence. It is therefore proposed that mixed methodological models be integrated and implemented when designing Teaching Modules for Language Learning, since they are the most suited for Second and Foreign Language Acquisition. Keywords: Task-Based Language Learning and Teaching, Task-Based Approach, Cooperative Approach, Cooperative Learning, Mixed Methodological Model, Mixed Methodology, Face to Face Method, Teaching Module, Linguistic and Communicative Competence. RESUMEN El presente artículo propone proveer un modelo metodológico mixto para el desarrollo e implementación de un Módulo de Enseñanza para el español como lengua extranjera en la modalidad presencial. El objetivo principal es evidenciar cómo los principios metodológicos provenientes de los enfoques didácticos (“enfoque por tareas” y “aprendizaje cooperativo”) pueden ser aplicados de manera efectiva en el diseño de contextos presenciales. Para ello, se explora evidencia empírica acerca de la efectividad de la metodología mixta en la enseñanza-aprendizaje de español como lengua extranjera en dichos ambientes, en un estudio basado en un diseño experimental longitudinal con pre-test y post-test, sin grupo control. Los hallazgos les proporcionarán guías de orientación efectiva a investigadores, educadores y profesores de lenguas en función del desarrollo de unidades de trabajo y módulos para el aprendizaje de lenguas extranjeras. Los resultados muestran un incremento en el aprendizaje de determinados conocimientos en español como LE y por tanto, mejorando la competencia lingüística y comunicativa de los sujetos. Se propone, entonces, que en el diseño de módulos de enseñanza para el aprendizaje de lenguas se integren e implementen modelos metodológicos mixtos por cuanto son los más propicios para el aprendizaje de LE/L2. Palabras clave: Enseñanza-Aprendizaje de Lenguas Mediante Tareas, el Enfoque por Tareas, Enfoque Cooperativo, Aprendizaje Cooperativo, Modelo Metodológico Mixto, Metodología Mixta, Modalidad Presencial, Módulo de Enseñanza, Competencia Lingüística y Comunicativa.

This study proposes a teaching unit for direct translation from Spanish language into Arabic of nonspecialist texts. As a model of this sort of texts we have chosen two spanish cartoons. The unit that we propose is based on the Task based Approach. We are explaining some activities which are based on the usage of authentic texts, due to develop the contents of the teaching unit. This aims to improve the translatological competence of the students. We have chosen the Task-based Approach because we believe that is more adapted to the real needs of translation students than traditional teaching methods. Dans cette étude, nous proposons une unicité didactique à propos de la traduction directe de l'espagnol vers l'arabe pour les textes non spécialisés. Nous avons choisi deux dessinées en espagnol comme un modèle de ce genre de textes. L'unicité didactique que nous proposons se base sur l'approche par tâches, car nous expliquons quelques unes d'activités qui reposent sur l'exploitation de vrais textes pour évoluer les contenus de cette unicité didactique en vue d'améliorer la compétence traductologique chez les étudiants. Nous avons choisi l'approche par tâches parce que nous pensons qu'il s'accommode plus que les méthodes d'enseignement traditionnelles avec les vrais besoins qui ont les étudiants travaillant sur la traduction.

En este artículo revisamos la situación en la que se encuentra la carrera de Magisterio en su adaptación al Espacio Europeo de Educación Superior a principios del curso 2008/09 en España, y presentamos una propuesta metodológica para una asignatura de contenido no lingüístico impartida en lengua inglesa para el nuevo Grado. Esta propuesta se basa en la necesidad de formar a los futuros maestros en la didáctica de contenidos en lengua inglesa, para potenciar la educación bilingüe español-inglés en los colegios de Educación Primaria. Para ello, se presenta el enfoque por tareas como un marco metodológico eficaz en la asignatura de didáctica de conocimiento del medio natural, social y cultural en las Facultades de Educación, y se plantea un ejemplo de cómo trabajar los contenidos de la asignatura en lengua inglesa a través de una serie de tareas. Cet article fait l’état des lieux de la situation de la formation des Professeurs des Écoles en Espagne et de son adaptation à l’Espace Européen de l'Enseignement Supérieur au début l’année scolaire 2008-09. Il présente aussi une proposition méthodologique pour une matière de contenu non linguistique donnée en langue anglaise dans le nouveau « Grado ». Cette proposition se base sur la nécessité de former les futurs professeurs dans le cadre de la didactique des contenus en langue anglaise, afin de promouvoir l’enseignement bilingüe espagnol-anglais dans les Écoles primaires. Cette proposition présente d’une part l’approche par tâches comme un cadre méthodologique efficace pour la matière de didactique de la connaissance des sciences de la vie et de la terre, dans les Facultés d’Éducation en Espagne, et d’autre part un exemple pour développer les contenus de la matière en langue anglaise à travers une série de tâches.En inglés: In this article we revise the process of adaptation of the Teaching Degree in Spain to the European Space for Higher Education during the academic year 2008/09, and we present a methodological proposal for a subject of non linguistic content to be taught in a second language (English) in the new Teaching Degree. Our proposal is based on the need to prepare future teachers on the teaching of contents in the English language, to promote Spanish-English bilingual education in Primary schools. We present the task-based approach as an efficient method in the subject of science, geography and history teaching at the Teacher Training Colleges, and we show an example of how we can work with the contents of the subject through a series of tasks.

The main aim of this paper consists of showing the advantages of task-based approach to teach Spanish Literature in Preuniversitary Education.. Dans cet article on montre les avantages d’utiliser une méthode basée sur l'apprentissage par les tâches pour enseigner la littérature espagnole aux étudiants pré-universitaires. El objetivo del presente artículo consiste en demostrar las ventajas de emplear el enfoque por tareas como método para enseñar literatura española en la enseñanza preuniversitaria.

Getting acquainted with a foreign culture doesn’t mean having to memorise facts about the target country. In order to solve communication problems, both cultural and linguistic, in other words in order to learn a language, the learner needs to become aware of the cultural identity of the other. It helps him to understand the person he communicates with. A task-based approach offers a methodology which enables the learner to acquire the target language and the culture in which the language is embedded in a natural way. It takes away a heavy burden from the teacher: he doesn’t have to motivate the learners, they will motivate themselves by setting and taking up authentic challenges which give them a direct impact on their own life, and by rediscovering the joy of learning., Invitation au voyage à travers une expérience concrète. Pour se familiariser avec une culture étrangère, il ne suffit pas de mémoriser des données sur le pays d’origine. Pour résoudre des problèmes de communication, qu’ils relèvent de l’interculturel ou du linguistique, ce qui revient à apprendre la langue, l’apprenant a tout intérêt à prendre conscience de l’identité culturelle de l’autre, et ce pour mieux comprendre celui avec qui il communique. L’approche orientée vers la tâche offre une méthodologie qui amène l’apprenant à acquérir une langue cible et la culture dans laquelle celle-ci est ancrée, de façon naturelle. Elle enlève un lourd fardeau du prof, qui n’a plus à motiver ses élèves, ils se motiveront euxmêmes en se lançant des défis authentiques qui leur donnent un impact direct sur leur propre vie, et en redécouvrant la joie d’apprendre.

This article presents a discussion of task-based approach in Communicative Language Teaching. A task is a classroom activity involving learner's interaction in which the main attention is on the meaning more than on the form of the target language. This approach may be applicable to TEFL in Indonesian context.

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In a society increasingly mediated by technology, the medium has created unparalleled opportunities. As a result, it has refocused educators’ attention on how technological literacy is both an essential learning outcome in all higher education programs, and the intermediary, the means to achieve the digital competences expected from employees. In the field of English for Specific Purposes, and at a time when technology is perceived to enable quick and effective access to a vast number of sources of information and knowledge, teaching a language confronts teachers and students with divergent views that converge into what we perceive to be interconnected paths. We critically reflect upon these interconnected paths in order to obtain further insights on how technology, namely Machine Translation and Computer-Aided Translation, is perceived by business communicators who are learning English in an ESP environment. Within the premises that translation is an act of intercultural communication, our case study addresses mirrored perceptions of the English language, the act of translation, and the use of technological tools. Our study draws on both perspectives and discusses how mirrored images of students and teachers converge through project-based approaches, rooted in practical, short visual tasks with a clear and immediately visible purpose.