Teachers’ conceptions of the term “communicative task”
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Horizontes de Linguística Aplicada |
Texto Completo: | https://periodicos.unb.br/index.php/horizontesla/article/view/26694 |
Resumo: | In this article, we aim to present and discuss the results of a research on how teachers define the term communicative task and its features after participating in a university extension course based on theorical principles of task-based approach (PRHABU, 1987; NUNAN,1989; SKEHAN, 1996; ELLIS, 2003; XAVIER, 1999; BARBIRATO, 2005). The extension course was taught at a federal university in the interior of Sao Paulo State. To collect data, we used a questionnaire, an interview, and recording of the last class of the course in which students presented their tasks. The results showed us that the course contributed greatly to the participants’ understanding of the term “task” once they could define it. However, we recognize that more time and opportunities for discussion, reflection, and implementation of tasks in the classroom, besides its elaboration, were needed to understand the concept more deeply. |
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Teachers’ conceptions of the term “communicative task”Compreensões de professores acerca do termo tarefa comunicativaTarefa comunicativa;Formação de professoresEnsino de línguasCommunicative tasksPre-service teacher educationLanguage teachingIn this article, we aim to present and discuss the results of a research on how teachers define the term communicative task and its features after participating in a university extension course based on theorical principles of task-based approach (PRHABU, 1987; NUNAN,1989; SKEHAN, 1996; ELLIS, 2003; XAVIER, 1999; BARBIRATO, 2005). The extension course was taught at a federal university in the interior of Sao Paulo State. To collect data, we used a questionnaire, an interview, and recording of the last class of the course in which students presented their tasks. The results showed us that the course contributed greatly to the participants’ understanding of the term “task” once they could define it. However, we recognize that more time and opportunities for discussion, reflection, and implementation of tasks in the classroom, besides its elaboration, were needed to understand the concept more deeply.Temos por objetivo, neste artigo, apresentar e discutir resultados de uma investigação sobre como professores (formação inicial e continuada) compreendem o termo tarefa comunicativa após terem realizado um curso de extensão universitária sobre o planejamento baseado em tarefas (PBT). Procuramos também compreender em que medida esses professores, ao final do curso, são capazes de definir o conceito de tarefa e sua compreensão sobre os critérios que definem esse tipo de atividade. O curso de extensão foi ministrado em uma universidade federal do interior de São Paulo e abordou a teoria que embasa o conceito de tarefa comunicativa e sua elaboração (PRABHU, 1987; NUNAN, 1989; SKEHAN, 1996; ELLIS, 2003; XAVIER, 1999; BARBIRATO 2005). Como instrumentos de coleta de dados foram utilizados um questionário aplicado no início do curso, uma entrevista e a gravação da última aula do curso com a apresentação das tarefas elaboradas pelos alunos. Os resultados demonstram que o curso contribuiu muito para que os participantes compreendessem e pudessem definir o termo tarefa. Entretanto, reconhecemos serem necessários mais tempo e mais oportunidades de discussão, reflexão e utilização de tarefas na sala de aula para que a compreensão do termo tarefa possa ser mais profunda.Programa de Pós-Graduação em Linguística Aplicada2020-12-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/horizontesla/article/view/2669410.26512/rhla.v19i2.26694Revista Horizontes de Linguistica Aplicada; Vol. 19 No. 2 (2020); 91-117Revista Horizontes de Linguistica Aplicada; v. 19 n. 2 (2020); 91-1172237-09511677-977010.26512/rhla.v19i2reponame:Revista Horizontes de Linguística Aplicadainstname:Universidade de Brasília (UnB)instacron:UNBporhttps://periodicos.unb.br/index.php/horizontesla/article/view/26694/28157Copyright (c) 2020 Revista Horizontes de Linguistica Aplicadahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessBarbirato, Rita de CássiaCarandina, Marina Pereira2021-06-14T16:20:54Zoai:ojs.pkp.sfu.ca:article/26694Revistahttps://periodicos.unb.br/index.php/horizontesla/indexPUBhttps://periodicos.unb.br/index.php/horizontesla/oaihorizontesla@gmail.com2237-09511677-9770opendoar:2023-01-13T09:49:26.307187Revista Horizontes de Linguística Aplicada - Universidade de Brasília (UnB)false |
dc.title.none.fl_str_mv |
Teachers’ conceptions of the term “communicative task” Compreensões de professores acerca do termo tarefa comunicativa |
title |
Teachers’ conceptions of the term “communicative task” |
spellingShingle |
Teachers’ conceptions of the term “communicative task” Barbirato, Rita de Cássia Tarefa comunicativa; Formação de professores Ensino de línguas Communicative tasks Pre-service teacher education Language teaching |
title_short |
Teachers’ conceptions of the term “communicative task” |
title_full |
Teachers’ conceptions of the term “communicative task” |
title_fullStr |
Teachers’ conceptions of the term “communicative task” |
title_full_unstemmed |
Teachers’ conceptions of the term “communicative task” |
title_sort |
Teachers’ conceptions of the term “communicative task” |
author |
Barbirato, Rita de Cássia |
author_facet |
Barbirato, Rita de Cássia Carandina, Marina Pereira |
author_role |
author |
author2 |
Carandina, Marina Pereira |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Barbirato, Rita de Cássia Carandina, Marina Pereira |
dc.subject.por.fl_str_mv |
Tarefa comunicativa; Formação de professores Ensino de línguas Communicative tasks Pre-service teacher education Language teaching |
topic |
Tarefa comunicativa; Formação de professores Ensino de línguas Communicative tasks Pre-service teacher education Language teaching |
description |
In this article, we aim to present and discuss the results of a research on how teachers define the term communicative task and its features after participating in a university extension course based on theorical principles of task-based approach (PRHABU, 1987; NUNAN,1989; SKEHAN, 1996; ELLIS, 2003; XAVIER, 1999; BARBIRATO, 2005). The extension course was taught at a federal university in the interior of Sao Paulo State. To collect data, we used a questionnaire, an interview, and recording of the last class of the course in which students presented their tasks. The results showed us that the course contributed greatly to the participants’ understanding of the term “task” once they could define it. However, we recognize that more time and opportunities for discussion, reflection, and implementation of tasks in the classroom, besides its elaboration, were needed to understand the concept more deeply. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-07 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.unb.br/index.php/horizontesla/article/view/26694 10.26512/rhla.v19i2.26694 |
url |
https://periodicos.unb.br/index.php/horizontesla/article/view/26694 |
identifier_str_mv |
10.26512/rhla.v19i2.26694 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unb.br/index.php/horizontesla/article/view/26694/28157 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Revista Horizontes de Linguistica Aplicada https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Revista Horizontes de Linguistica Aplicada https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Programa de Pós-Graduação em Linguística Aplicada |
publisher.none.fl_str_mv |
Programa de Pós-Graduação em Linguística Aplicada |
dc.source.none.fl_str_mv |
Revista Horizontes de Linguistica Aplicada; Vol. 19 No. 2 (2020); 91-117 Revista Horizontes de Linguistica Aplicada; v. 19 n. 2 (2020); 91-117 2237-0951 1677-9770 10.26512/rhla.v19i2 reponame:Revista Horizontes de Linguística Aplicada instname:Universidade de Brasília (UnB) instacron:UNB |
instname_str |
Universidade de Brasília (UnB) |
instacron_str |
UNB |
institution |
UNB |
reponame_str |
Revista Horizontes de Linguística Aplicada |
collection |
Revista Horizontes de Linguística Aplicada |
repository.name.fl_str_mv |
Revista Horizontes de Linguística Aplicada - Universidade de Brasília (UnB) |
repository.mail.fl_str_mv |
horizontesla@gmail.com |
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1797051344314433536 |