How does Task based learning: foster the development of speaking skills in the in the Young Learner classroom?
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10362/47621 |
Resumo: | The present research is relevant at a time when English has become part of the curriculum in 3rd and 4th grades in the first cycle of Portuguese primary school. The main aim was to understand and implement task based learning in order to verify its benefits to the development of speaking skills. The research project was developed in a state primary school during the first term and involved a group of 25 learners attending the fourth grade. Classroom strategies and five speaking tasks in pairs and in groups were implemented in order to develop speaking skills. The data was collected from a reflection journal, audio recordings and a questionnaire to learners. The audio recordings were analyzed qualitatively and quantitatively to check oral interaction and oral production of students while they were carrying out the speaking tasks. Results concluded that task based learning methodology can be incorporated in a topic based approach in order to develop speaking skills. However, especially for less experienced teachers, it is vital to create the conditions by using classroom strategies (e.g. routines, classroom language) for the successful implementation of task based learning. The teacher should be able to adapt the course book and produce tasks that fulfill learners’ needs and improve speaking skills. Results suggested that task based learning fostered the development of speaking skills with this specific group of students. The main conclusion of this study is that the teacher should consider, when creating speaking tasks for YLs, the following criteria: level of freedom of the task, the role of pretending in a child’s world, the fun nature of the task and the adequate level of challenge to engage learners and meet their proficiency levels. Thus speaking tasks can develop YLs’ communicative competence. |
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How does Task based learning: foster the development of speaking skills in the in the Young Learner classroom?Young learnerSpeaking tasksSpeaking skillsTask Based LearningOral interactionOral productionMétodo de aprendizagem por tarefasCompetências da oralidadeTarefas de oralidadeInteração oralProdução oralThe present research is relevant at a time when English has become part of the curriculum in 3rd and 4th grades in the first cycle of Portuguese primary school. The main aim was to understand and implement task based learning in order to verify its benefits to the development of speaking skills. The research project was developed in a state primary school during the first term and involved a group of 25 learners attending the fourth grade. Classroom strategies and five speaking tasks in pairs and in groups were implemented in order to develop speaking skills. The data was collected from a reflection journal, audio recordings and a questionnaire to learners. The audio recordings were analyzed qualitatively and quantitatively to check oral interaction and oral production of students while they were carrying out the speaking tasks. Results concluded that task based learning methodology can be incorporated in a topic based approach in order to develop speaking skills. However, especially for less experienced teachers, it is vital to create the conditions by using classroom strategies (e.g. routines, classroom language) for the successful implementation of task based learning. The teacher should be able to adapt the course book and produce tasks that fulfill learners’ needs and improve speaking skills. Results suggested that task based learning fostered the development of speaking skills with this specific group of students. The main conclusion of this study is that the teacher should consider, when creating speaking tasks for YLs, the following criteria: level of freedom of the task, the role of pretending in a child’s world, the fun nature of the task and the adequate level of challenge to engage learners and meet their proficiency levels. Thus speaking tasks can develop YLs’ communicative competence.A presente pesquisa torna-se relevante numa altura em que o Inglês se tornou parte do currículo no primeiro ciclo do ensino básico português no 3º e 4º ano. O principal objetivo desta pesquisa foi perceber e implementar o método de aprendizagem por tarefas com vista à verificação dos seus benefícios para o desenvolvimento das competências da oralidade. O projeto de pesquisa foi desenvolvido numa escola primária pública durante o primeiro período e envolveu um grupo de 25 alunos do quarto ano de escolaridade. Foram implementadas estratégias de sala de aula e cinco tarefas de oralidade, feitas a pares ou em grupos, com o objetivo de desenvolver as competências da oralidade dos alunos. Os dados foram recolhidos através de um diário reflexivo, de gravações áudio e de um questionário final feito aos alunos. As gravações áudio foram analisadas qualitativamente e quantitativamente para verificar as interações e produções orais dos alunos enquanto estes desempenhavam as tarefas da oralidade. Os resultados concluíram que o método de aprendizagem por tarefas pode ser incorporado numa abordagem baseada em tópicos com vista a desenvolver as competências da oralidade. Contudo, especialmente para professores com pouca experiência, é vital que se criem as condições, através de estratégias de sala de aula (como por exemplo rotinas e linguagem de sala de aula), para o sucesso na implementação do método de aprendizagem por tarefas. O professor deve ser capaz de adaptar o manual e produzir tarefas que preencham as necessidades dos alunos e que melhorem as competências da oralidade. Os resultados sugeriram que o método de aprendizagem por tarefas fomentou o desenvolvimento das competências da oralidade com este grupo específico de alunos. A principal conclusão deste estudo é que o professor deve considerar, quando produzir tarefas de oralidade para os alunos do 1º ciclo, os seguintes critérios: nível de liberdade da tarefa, o papel do faz-de-conta no mundo da criança, a natureza divertida da tarefa e o adequado nível de desafio para envolver ativamente os alunos e atender ao seu nível de proficiência. Desta forma as tarefas da oralidade podem desenvolver a competência comunicativa dos alunos do 1º ciclo.Matos, AnaLeslie, CarolynRUNFeiteiro, Vanessa Pereira Santos2018-09-28T08:54:20Z2018-06-212018-06-21T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://hdl.handle.net/10362/47621TID:201949954enginfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-11T04:24:46Zoai:run.unl.pt:10362/47621Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:32:05.950481Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
How does Task based learning: foster the development of speaking skills in the in the Young Learner classroom? |
title |
How does Task based learning: foster the development of speaking skills in the in the Young Learner classroom? |
spellingShingle |
How does Task based learning: foster the development of speaking skills in the in the Young Learner classroom? Feiteiro, Vanessa Pereira Santos Young learner Speaking tasks Speaking skills Task Based Learning Oral interaction Oral production Método de aprendizagem por tarefas Competências da oralidade Tarefas de oralidade Interação oral Produção oral |
title_short |
How does Task based learning: foster the development of speaking skills in the in the Young Learner classroom? |
title_full |
How does Task based learning: foster the development of speaking skills in the in the Young Learner classroom? |
title_fullStr |
How does Task based learning: foster the development of speaking skills in the in the Young Learner classroom? |
title_full_unstemmed |
How does Task based learning: foster the development of speaking skills in the in the Young Learner classroom? |
title_sort |
How does Task based learning: foster the development of speaking skills in the in the Young Learner classroom? |
author |
Feiteiro, Vanessa Pereira Santos |
author_facet |
Feiteiro, Vanessa Pereira Santos |
author_role |
author |
dc.contributor.none.fl_str_mv |
Matos, Ana Leslie, Carolyn RUN |
dc.contributor.author.fl_str_mv |
Feiteiro, Vanessa Pereira Santos |
dc.subject.por.fl_str_mv |
Young learner Speaking tasks Speaking skills Task Based Learning Oral interaction Oral production Método de aprendizagem por tarefas Competências da oralidade Tarefas de oralidade Interação oral Produção oral |
topic |
Young learner Speaking tasks Speaking skills Task Based Learning Oral interaction Oral production Método de aprendizagem por tarefas Competências da oralidade Tarefas de oralidade Interação oral Produção oral |
description |
The present research is relevant at a time when English has become part of the curriculum in 3rd and 4th grades in the first cycle of Portuguese primary school. The main aim was to understand and implement task based learning in order to verify its benefits to the development of speaking skills. The research project was developed in a state primary school during the first term and involved a group of 25 learners attending the fourth grade. Classroom strategies and five speaking tasks in pairs and in groups were implemented in order to develop speaking skills. The data was collected from a reflection journal, audio recordings and a questionnaire to learners. The audio recordings were analyzed qualitatively and quantitatively to check oral interaction and oral production of students while they were carrying out the speaking tasks. Results concluded that task based learning methodology can be incorporated in a topic based approach in order to develop speaking skills. However, especially for less experienced teachers, it is vital to create the conditions by using classroom strategies (e.g. routines, classroom language) for the successful implementation of task based learning. The teacher should be able to adapt the course book and produce tasks that fulfill learners’ needs and improve speaking skills. Results suggested that task based learning fostered the development of speaking skills with this specific group of students. The main conclusion of this study is that the teacher should consider, when creating speaking tasks for YLs, the following criteria: level of freedom of the task, the role of pretending in a child’s world, the fun nature of the task and the adequate level of challenge to engage learners and meet their proficiency levels. Thus speaking tasks can develop YLs’ communicative competence. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-09-28T08:54:20Z 2018-06-21 2018-06-21T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://hdl.handle.net/10362/47621 TID:201949954 |
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http://hdl.handle.net/10362/47621 |
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TID:201949954 |
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eng |
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eng |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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