Teachers’ conceptions of the term “communicative task”

Detalhes bibliográficos
Autor(a) principal: Barbirato, Rita de Cássia
Data de Publicação: 2020
Outros Autores: Carandina, Marina Pereira
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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spelling 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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