The use of tasks in the teaching of portuguese as a second language

Resumo

This article reports on the design and adaptation of a task cycle (SKEHAN, 1996; 1998) originally designed by student-teachers attending a workshop on teaching Portuguese to speakers of other languages. The original task was adapted by the researchers having in mind a group of pre-intermediate immigrants attending Portuguese classes. The data consisted of field notes made by the authors while the student-teachers were conceiving the task cycle, the original and the adapted tasks. We observed that, even though the Task-Based Approach seems to be a good proposal to expand and improve the Communicative Approach to language teaching, the design of tasks can be challenging, in particular the idea of the outcome for a language task and the maintenance of a coherent focus among the different subtasks that compose a task cycle. Nevertheless, the task cycle analyzed in this paper, with adaptations to the teaching context, was successfully used in the classroom.

Biografia do Autor

Rosane Silveira, Universidade Federal de Santa Catarina
Professora Associada do Departamento de Língua e Literatura Estrangeira; Coordenadora do Programa de Pós-Graduação em Inglês.

Referências

BYGATE, M.; SKEHAN, P.; SWAIN, M. Researching pedagogic tasks: Second language learning, teaching, and testing. London: Longman, 2001.

ELLIS, R. Task-based language learning and teaching. Oxford: Oxford University Press, 2003.

ELLIS, R. The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, v. 30, n. 4, p. 474-509, 2009. https://doi.org/10.1093/applin/amp042

FOSTER, P.; SKEHAN, P. The influence of planning and task type on second language performance. Studies in Second Language Acquisition, v. 18, n. 3, p. 299-323, 1996. https://doi.org/10.1017/S0272263100015047

LONG, M. Focus on form: A design feature in language teaching methodology. In: BOT, K. de; GINSBERG, R.; KRAMSCH, C. (Eds.). Foreign language research in cross-cultural perspective. Amsterdam: John Benjamins, 1991. p. 39-52. https://doi.org/10.1075/sibil.2.07lon

MCLAUGHLIN, B. Theories of second language learning. London: Edward Arnold, 1987.

NUNAN, D. Task-based language teaching. Cambridge: Cambridge University Press, 2004. https://doi.org/10.1017/CBO9780511667336

OLIVEIRA, L. M. Métodos de ensino de inglês: teoria, práticas, ideologias. São Paulo: Parábola Editorial, 2014.

RICHARDS, J. C.; SCHMIDT, R. Longman dictionary of language teaching and applied linguistics (4th ed.). London: Longman (Pearson Education), 2010.

ROBINSON, P. Task complexity, cognitive resources, and syllabus design: a triadic framework for examining task influences on SLA. In: ROBINSON, P. (Ed.). Cognition and second language instruction. Cambridge: Cambridge University Press, 2001. p. 287-318. https://doi.org/10.1017/CBO9781139524780.012

SAMUDA, V.; GASS, S.; ROUNDS, P. Two types of task in communicative language teaching. In: TESOL CONVENTION. Chicago: TESOL, mar. 1996. Paper presentation.

SILVEIRA, R.; XHAFAJ, D. C. P. Português para falantes de outras línguas: a atuação do Núcleo de Pesquisa e Ensino de Português - Língua Estrangeira. In: TOMITCH, L. M.; HEBERLE, V. M. (Orgs.). Perspectivas atuais de aprendizagem e ensino de línguas. Florianópolis: LLE/CCE/UFSC, 2017. p. 237-283.

SKEHAN, P. A framework for the implementation of task-based instruction. Applied Linguistics, Oxford, v. 17, p. 38-62, 1996. https://doi.org/10.1093/applin/17.1.38

SKEHAN, P. A cognitive approach to language learning. Oxford: Oxford University Press, 1998. https://doi.org/10.1177/003368829802900209

SKEHAN, P.; FOSTER, P. The influence of task structure and processing conditions on narrative retellings. Language Learning, Ann Arbor, v. 49, p. 93-120, 1999. https://doi.org/10.1111/1467-9922.00071

SKEHAN, P. Task-based instruction. Language Teaching, Cambridge, v. 36, p. 1-14, 2003. https://doi.org/10.1017/S026144480200188X

WILLIS, J. Criteria for identifying tasks for TBL. [20--]. Available in: https://www.teachingenglish.org.uk/article/criteria-identifying-tasks-tbl Access: Jul. 15th, 2019.

WILLIS, D.; WILLIS, J. Task-based language learning. In: CARTER, R.; NUNAN, D. (Eds.). Teaching English to speakers of other languages. Cambridge: Cambridge University Press, 2001. p. 173-179. https://doi.org/10.1017/CBO9780511667206.026

WILLIS, D.; WILLIS, J. Doing task-based teaching: Oxford handbooks for language teachers. Oxford: Oxford University Press, 2007.

Publicado
2020-04-30
Como Citar
Silveira, R., & C. Puntel Xhafaj, D. (2020). The use of tasks in the teaching of portuguese as a second language. Revista Linguagem & Ensino, 23(2), 473-493. https://doi.org/10.15210/rle.v23i2.17427