Tasks (oral) its theoretical constructs
DOI:
https://doi.org/10.22481/el.v12i2.1267Keywords:
Oral Tasks, Focus on Meaning, Theoretical ApproachesAbstract
The aim of the paper is to define the concept of task, presenting its typology, and also analyzing the theoretical approaches that underlie the use of oral tasks in foreign language classes. It begins with a discussion of the term activity regarding the teaching of foreign language and then it presents the classification of activities in: tasks, exercises, language stimulation and conversational practices (XAVIER, 2007). Our study analyzes the differences among the activities and focuses on the meaning, especially in the oral tasks and its various types (educational, real-world, open, closed). Finally, we present the theoretical constructs that underlie the use of tasks.
KEYWORDS: Oral Tasks. Focus on Meaning. Ttheoretical Approaches.
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References
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VYGOTSKY, L. S. Pensamento e Linguagem. Rio de Janeiro: Martins Fontes, 1998.
WILLIS, J. A Framework for Task-based Learning. London: Longman, 1996.
XAVIER, R.P. A aprendizagem em um programa temático de língua estrangeira (Inglês) baseado em tarefas em contextos de 5a série do ensino fundamental. Tese (Doutorado) – Universidade Estadual de Campinas, 1999.
XAVIER, R.P. Revisitando o conceito de tarefas comunicativas. Caderno de Letras (UFPEL), v. 13, p. 35-46, 2007.
BYGATE, M. Speaking. The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press, 2001.
DUFF, P. Another look at interlanguage talk: Talking task to task. In R. Day (ed.) Talking to Learn: Conversation in Second Language Development. Rowley, MA: Newbury House.1986. p. 147-181.
ELLIS, R. Task-based language learning and teaching. Oxford: OUP, 2003.
KRASHEN, S.D. The input hypothesis: Issues and implications. London/New York: Longman: 1985.
LONG, M. H. Native speaker/non-native speaker conversation in the second language classroom. In: CLARK, M., & HANDSCOMBE, J. (Ed.). On TESOL ‘82. Pacific perspectives on language learning Washington, D.C.: TESOL, 1983. p. 207-225.
LONG, M. H. The role of the linguistic environment in second language acquisition. Handbook of Second Language Acquisition. RITCHIE, William C.; BHATIA, Tej K. (Ed.). San Diego: Academic Press. 1996. p. 413-468.
LYNCH T. e MACLEAN J. ‘A case of exercising’: effects of immediate task repetition on learners’ performance’. In: BYGATE, M.; SKEHAN, P.; SWAIN, M. (Ed.) Researching Pedagogic Tasks: Second Language Learning, Teaching and Testing. Addison Wesley: Longman, 2001. p. 141-162.
McLAUGHLIN, B. Theories of Second Language Acquisition. London: Edward Arnold, 1987.
NUNAN, D. Designing tasks for the communicative classroom. Cambridge: Cambridge University Press, 1989.
PICA T. Review Article - Research on Negotiation: What Does It Reveal About Second-Language Learning Conditions, Processes, and Outcomes?Language Learning, v. 44, n. 3, p. 493-527, 1994.
RICHARDS, J.C.; LOCKHART, C. Reflective Teaching in Second Language Classrooms. Cambridge: CUP, 1994.
ROBINSON, P. Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, v. 22, n.1, p. 27–57, 2001.
SAMUDA, V. Leading from behind: a role for task design awareness. Trabalho apresentado na primeira Conferência Internacional sobre Ensino Baseado em Tarefas. Leuven: Bélgica, 2005.
SCARAMUCCI, M.V.R. CELPE-Bras: um exame comunicativo. In: CUNHA, M. J.; SANTOS, P. (Org.). Ensino e pesquisa em português para estrangeiros: Programa de Ensino e Pesquisa em Português para Falantes de Outras Línguas. Brasília: UnB, 1999. p. 105-112.
SCHMIDT, R. Consciousness and Foreign Language Learning: A tutorial on the role of attention and awareness in learning. SCHMIDT, Richard (Ed.). Attention & Awareness in Foreign Language Learning. Technical Report, n. 9, Second Language Teaching & Curriculum Center. University of Hawaii, 1995.
SCHMIDT, R. Attention. In: ROBINSON, P. (Ed.), Cognition and second language instruction. Cambridge University Press, 2001. p. 3-32.
SKEHAN, P. A Framework for the Implementation of Task-based Instruction. Applied Linguistics, v. 17, n. 1, p. 38-62, 1996.
SKEHAN, P. A Cognitive Approach to Language Learning. Oxford: Oxford University Press, 1998.
SWAIN, M. Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In: GASS , S.; MADDEN, C. (Ed.). Input in second language acquisition. Rowley, MA: Newbury House, 1985.
SWAIN, M.; LAPKIN, S. Focus on form through collaborative dialogue: Exploring task effects. In: BYGATE, M.; SKEHAN. P.; SWAIN, M (Ed.),
Researching pedagogic tasks: Second language learning, teaching and assessment. London, UK: Pearson Education, 2001.
VYGOTSKY, L. S. A formação social da mente. São Paulo: Martins Fontes, 1984.
VYGOTSKY, L. S. Pensamento e Linguagem. Rio de Janeiro: Martins Fontes, 1998.
WILLIS, J. A Framework for Task-based Learning. London: Longman, 1996.
XAVIER, R.P. A aprendizagem em um programa temático de língua estrangeira (Inglês) baseado em tarefas em contextos de 5a série do ensino fundamental. Tese (Doutorado) – Universidade Estadual de Campinas, 1999.
XAVIER, R.P. Revisitando o conceito de tarefas comunicativas. Caderno de Letras (UFPEL), v. 13, p. 35-46, 2007.
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Published
2014-12-30
How to Cite
BALTHAZAR, L. L. Tasks (oral) its theoretical constructs. Language Studies, [S. l.], v. 12, n. 2, p. 315-333, 2014. DOI: 10.22481/el.v12i2.1267. Disponível em: https://periodicos2.uesb.br/index.php/estudosdalinguagem/article/view/1267. Acesso em: 3 jul. 2024.
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