Percepción de los docentes chinos de portugués como lengua extranjera sobre la enseñanza basada en tareas
DOI:
https://doi.org/10.26512/lc30202451616Palabras clave:
Portugués como idioma extranjero, Competencia comunicativa, Percepciones de los profesores, Enseñanza basada en tareasResumen
Este estudio tenía como objetivo investigar las percepciones de los profesores bilingües de China sobre la enseñanza del portugués como idioma extranjero basada en tareas. Se distribuyó un cuestionario a veinticinco informantes. Los resultados mostraron que los profesores tenían un conocimiento limitado de los supuestos metodológicos de la enseñanza de idiomas basada en tareas, pero reconocían los beneficios de adoptar esta propuesta pedagógica para desarrollar la competencia comunicativa de los alumnos. Se espera que este trabajo suscite una reflexión sobre las cuestiones relativas a la percepción de los profesores de idiomas en contextos asiáticos contra los occidentales.
Descargas
Citas
Brown, J. D. (2001). Using Surveys in Language Programs. Cambridge University Press.
Borro, I. (2022). Comparing the effectiveness of task-based language teaching and presentation-practice-production on second language grammar learning: A pilot study with Chinese students of Italian as a second language, In M. J. Ahamadian & M. H. Long (Eds.). The Cambridge handbook of task-based language teaching (pp. 549-565). Cambridge University Press.
Bruton, A. (2002). From tasking purposes to purposing tasks. ELT journal, 56(3), 280-288. https://doi.org/10.1093/elt/56.3.280
Carless, D. (2008). Student use of the mother tongue in the task-based classroom. ELT journal, 62(4), 331-338. https://doi.org/10.1093/elt/ccm090
Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language research: Construction, administration, and processing. Routledge.
Doughty, C., & Long, J. (2003). Optimal psycholinguistic environments for distance foreign language learning. Forum of International Development Studies, 23, 35-58. http://doi.org/10125/25214
Doughty, C. & Williams, J. (1998). Focus on form in classroom language acquisition. Cambridge University Press.
East, M. (2012). Task-based language teaching from the teacher's perspective: Insights from New Zealand. John Benjamins Publishing Company.
East, M. (2021). Foundational principles of task-based language teaching. Routledge.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246. https://doi.org/10.1111/j.1473-4192.2009.00231.x
Ellis, R. (2017). Position paper: Moving task-based language teaching forward. Language Teaching. 50 (4), 507-526. https://doi.org/10.1017/S0261444817000179
Ellis, R., Li, S. & Zhu, Y. (2019). The effects of pre-task explicit instruction on the performance of a focused task. System, 80, 38-47. https://doi.org/10.1016/j.system2018.10.004
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: theory and practice. Cambridge University Press.
Faez, F., & Tavakoli, P., (2019). Task-based language teaching. TESOL International Association.
Gilabert, R. (2005). Task Complexity and L2 Oral Narrative Production. (Unpublished doctoral dissertation). Universidade de Barcelona.
Hadley, G. (2013). Review of task-based language teaching from the teacher’s perspective. System, 41(4), 194-196.
Harris, J. (2016). Teachers' beliefs about task-based language teaching in Japan. Journal of Asia TEFL, 13(2), 102-116. http://doi.org/10.18823/asiatefl.2016.13.2.3.102
Iwaniec, J. (2020). Questionnaires: implications for effective implementation, In J. McKinley & H. Rose (Eds.). The Routledge handbook of research methods in applied linguistics (pp. 324-335). Routledge.
Khezrlou, S. (2022). Insights into task-based language teaching. Castledown Publishers.
Jeon, I., & Hahn, J. (2006). Exploring EFL teachers’ perceptions of task-based language teaching: a case study of Korean secondary school classroom practice. Asian EFL Journal, 8(1), 123–143.
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309-365. https://doi-org.libezproxy.um.edu.mo/10.1111/j.1467-9922.2010.00561.x
Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 243-249. https://doi.org/10.1017/S0261444807004363
Littlewood, W. (2014). Communication-oriented language teaching: Where are we now? Where do we go from here? Language Teaching, 47, 349-362. https://doi.org/10.1017/S0261444812000134
Liu, X. (2011). A research on the adaptability of the task-based language teaching in college English. Zigong Teachers College Journal, (3), 88-92.
Liu Y., Mishan, F. & Chambers, A. (2021). Investigating EFL teachers’ perceptions of task-based language teaching in higher education in China. The Language Learning Journal, 49(2), 131-146. https://doi.org/10.1080/09571736.2018.1465110
Long, M. (2015). Second language acquisition and task-based language teaching. Wiley Blackwell.
Long, M. H. (2009). Methodological principles for language teaching, In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching. pp. 373-394. Wiley Blackwell.
Long, M.H. (2016). In Defense of tasks and TBLT: Nonissues and real Issues. Annual Review of Applied Linguistics, 36, 5-33. https://doi.org/10.1017/S0267190515000057
Malicka, A. (2014). The Role of Task Sequencing in Monological Oral Production. In M. Baralt, R. Gilabert & P. Robinson (Eds.). Task Sequencing and Instructed Second Language Learning (pp. 71-93). Bloomsbury.
Malicka, A. (2018). The role of task sequencing in fluency, accuracy, and complexity: Investigating the SSARC model of pedagogic task sequencing. Language Teaching Research. https://doi. org/10.1177/1362168818813668
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Révész, A. (2011). Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. The Modern Language Journal, 95, 162-181. https://doi.org/10.1111/j.1540- 4781.2011.01241.x
Santos, S. (2018). Effects of task complexity on the oral production of Chinese learners of Portuguese as a foreign language. Journal of the European Second Language Association, 2(1), 49–62. https://doi. org/10.22599/jesla.40
Santos, S. (2021). Complexidade linguística e correção no desempenho oral de uma tarefa argumentativa. Moderna Sprak, 115(1), 37-55. https://ojs.ub.gu.se/index.php/modernasprak/article/view/5083/3997
Santos, S. (2023a). Efeitos do realce do input no noticing e na aprendizagem da gramática em PLE: um estudo de rastreamento ocular. Moderna Sprak, 117(1), 72-95. https://doi.org/10.58221/mosp.v117i1.11380
Santos, S. (2023b). Aumento das exigências de raciocínio de uma tarefa e sequenciação na produção oral de aprendizes chineses de português como língua estrangeira. D.E.L.T.A: Documentação e Estudos em Linguística Teórica e Aplicada, 39(4). https://doi.org/10.1590/1678-460X202339456813
Sasayama, S. (2022). Why task? Task as a unit of analysis for language education. In M. J. Ahmadian & M. H. Long (Eds.). Task-Based Language Teaching (pp. 55-72). Cambridge University Press.
Seedhouse, P. (2005). Conversation analysis and language learning. Language teaching, 38(4), 165-187. https://doi.org/10.1017/S0261444805003010
Skehan, P. (2018). Second language task-based performance: Theory, research, assessment. Routledge.
Swan, M. (2005). Legislation by hypothesis: The case of task-based instruction. Applied linguistics, 26(3), 376-401. https://doi.org/10.1093/applin/ami013
Van den Branden, K. (2006). Task-based language education: from theory to practice. Cambridge University Press.
Ye, X. (2018). Task-based language teaching in Southwest China: Insider perspectives from secondary school teachers. Theory and Practice in Language Studies, 8(11), 1415-1425. https://core.ac.uk/download/pdf/266995321.pdf
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Qiuchen Deng, Sara Santos
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, sendo o trabalho simultaneamente licenciado sob a Creative Commons Attribution License, o que permite o compartilhamento do trabalho com reconhecimento da autoria do trabalho e publicação inicial nesta revista.
- Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
- Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado.
