Oral competence
a task-based approach
DOI:
https://doi.org/10.14393/DL34-v12n2a2018-11Keywords:
Task, Oral performance, Learning, Second languageAbstract
This article presents examples of pedagogic tasks designed to develop the oral proficiency of Chinese learners of Portuguese Foreign Language (PFL). Following a holistic and analytic perspective (ELLIS, 2003; LONG, 2007, 2015; SAMUDA; BYGATE, 2008), the tasks were designed within the methodological principles of the Task-Based Language Teaching (DOUGHTY; LONG, 2003; LONG, 2009, 2015) as well as the principles of Instructed Second Language Acquisition (ELLIS, 2005; ELLIS; SHINTANI, 2014). The examples given include authentic audio and video materials allowing a rich and meaningful input. When performing the output tasks proposed, learners interact and negotiate meaning (LONG, 1983, 1985) as they engage in collaborative learning (SWAIN, 2000, 2005; SWAIN; SUZUKI 2008). It is expected that the performance of these tasks can promote the automatization and the establishment of new form/ meaning connections in L2. Ultimately the tasks described will develop language proficiency and the intercultural knowledge of the learner.Downloads
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