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

DOI: https://doi.org/10.15210/rle.v23i2.17427

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.

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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
Edição
v. 23 n. 2 (2020): Ensino e uso de língua(s)
Seção
Artigos
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