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Resumo(s)
O presente estudo centrou-se na aplicação da metodologia de Aprendizagem Baseada em Tarefas (Task-Based Learning and Teaching – TBLT) na promoção da interação oral em alunos do 1.º Ciclo do Ensino Básico, num contexto de iniciação ao ensino do inglês. A intervenção pedagógica assentou na utilização da TBLT como estratégia promissora de situações reais de utilização da língua, implementada em duas turmas do 3.º e 4.º anos, durante dois anos letivos consecutivos.
Os objetivos desta investigação-ação passaram por explorar a TBLT no desenvolvimento de competências de interação oral; fomentar o envolvimento dos alunos em atividades de interação oral; desenvolver competências de autorregulação da aprendizagem da língua, com incidência na interação oral através da TBLT e avaliar como as intervenções de TBLT afetam a aprendizagem dos alunos.
A metodologia adotada inscreveu-se numa metodologia mista de análise de dados, integrando métodos qualitativos (através da análise de conteúdo de vários documentos) e quantitativos (com a aplicação e tratamento estatístico de questionários). Trata-se de uma perspetiva qualitativa, enquadrada num paradigma interpretativo, com recurso à investigação-ação desenvolvida em dois ciclos, no qual participaram 36 alunos do 1.º Ciclo. Os instrumentos de recolha de dados incluíram gravações áudio e vídeo das tarefas realizadas pelos alunos, registos de observação direta, questionários, entrevistas semiestruturadas e rubricas de avaliação. A análise dos dados foi efetuada através de triangulação metodológica, permitindo uma compreensão rica e diversificada dos processos de interação oral gerados pelas tarefas colaborativas realizadas a pares.
Os resultados evidenciaram que a aplicação da TBLT potencia o desenvolvimento da interação oral desde os primeiros níveis de aprendizagem, ao criar contextos comunicativos autênticos e significativos. As tarefas promoveram um aumento quantitativo e qualitativo da produção oral em língua estrangeira, favorecendo a negociação de sentido, o uso criativo da língua, o translanguaging. e a utilização de estratégias comunicativas. Além disso, verificou-se uma alteração positiva na motivação e na autorregulação dos alunos, com a diminuição da ansiedade face ao uso da língua em contexto de sala de aula. A interação a pares revelou-se um factor determinante, permitindo maior tempo de fala por aluno, apoio mútuo e construção conjunta de conhecimento. Assim, conclui-se que a metodologia TBLT apresenta-se como uma abordagem eficaz e inovadora para o ensino do inglês no 1.º Ciclo, especialmente quando as tarefas são desenhadas tendo em conta os interesses e necessidades dos alunos, integrando elementos lúdicos e colaborativos. A integração sistemática de tarefas comunicativas na prática letiva pode contribuir significativamente para o desenvolvimento da competência oral, promovendo uma aprendizagem mais ativa, funcional e motivadora em níveis de iniciação à língua.
This study focused on the application of Task-Based Language Teaching (TBLT) in developing oral interaction skills among students in the first cycle of primary education, within the context of early English language instruction. The pedagogical intervention was based on the use of TBLT as a promising strategy for creating authentic language-use situations. It was implemented over two consecutive school years with two classes of 3rd and 4th graders. The objectives of this action research were to explore the role of TBLT in developing oral interaction skills; to encourage student engagement in oral interaction activities; to foster self-regulation abilities in language learning, particularly in oral interaction through TBLT; and to assess the impact of various TBLT interventions on student learning. The adopted methodology was a mixed-methods approach for data analysis, qualitative methods — through content analysis of several documents — with quantitative techniques, such as applying and statistically processing questionnaires. This a qualitative perspective, framed within the interpretive paradigm, and used action research developed over two cycles with thirty-six primary school students. Data collection instruments included audio and video recordings of the students’ tasks, direct observation notes, questionnaires, semi-structured interviews, and assessment rubrics. Data analysis was carried out using methodological triangulation, which allowed a rich and diverse understanding of the oral interaction processes generated by the collaborative pair tasks. Findings revealed that the implementation of TBLT enhances the development of oral interaction from the earliest stages of language learning by creating authentic and meaningful communicative contexts. The tasks led to both quantitative and qualitative improvements in students’ foreign language spoken output, promoting meaning negotiation, creative language use, and the adoption of communicative strategies such as translanguaging. Moreover, there was a positive impact on student motivation and self-regulation, with a noticeable reduction in anxiety regarding speaking in the classroom setting. Peer interaction proved to be a key factor, enabling increased speaking time per student, mutual support, and co-construction of knowledge. In conclusion, TBLT emerges as an effective and innovative approach for teaching English in the first cycle of primary education, especially when tasks are designed considering students’ interests and needs, incorporating playful and collaborative elements. The systematic integration of communicative tasks into teaching practice can significantly contribute to the development of oral competence, promoting more active, functional and motivating learning English at beginner level.
This study focused on the application of Task-Based Language Teaching (TBLT) in developing oral interaction skills among students in the first cycle of primary education, within the context of early English language instruction. The pedagogical intervention was based on the use of TBLT as a promising strategy for creating authentic language-use situations. It was implemented over two consecutive school years with two classes of 3rd and 4th graders. The objectives of this action research were to explore the role of TBLT in developing oral interaction skills; to encourage student engagement in oral interaction activities; to foster self-regulation abilities in language learning, particularly in oral interaction through TBLT; and to assess the impact of various TBLT interventions on student learning. The adopted methodology was a mixed-methods approach for data analysis, qualitative methods — through content analysis of several documents — with quantitative techniques, such as applying and statistically processing questionnaires. This a qualitative perspective, framed within the interpretive paradigm, and used action research developed over two cycles with thirty-six primary school students. Data collection instruments included audio and video recordings of the students’ tasks, direct observation notes, questionnaires, semi-structured interviews, and assessment rubrics. Data analysis was carried out using methodological triangulation, which allowed a rich and diverse understanding of the oral interaction processes generated by the collaborative pair tasks. Findings revealed that the implementation of TBLT enhances the development of oral interaction from the earliest stages of language learning by creating authentic and meaningful communicative contexts. The tasks led to both quantitative and qualitative improvements in students’ foreign language spoken output, promoting meaning negotiation, creative language use, and the adoption of communicative strategies such as translanguaging. Moreover, there was a positive impact on student motivation and self-regulation, with a noticeable reduction in anxiety regarding speaking in the classroom setting. Peer interaction proved to be a key factor, enabling increased speaking time per student, mutual support, and co-construction of knowledge. In conclusion, TBLT emerges as an effective and innovative approach for teaching English in the first cycle of primary education, especially when tasks are designed considering students’ interests and needs, incorporating playful and collaborative elements. The systematic integration of communicative tasks into teaching practice can significantly contribute to the development of oral competence, promoting more active, functional and motivating learning English at beginner level.
Descrição
Palavras-chave
Aprendizagem Baseada em Tarefas (TBLT) Interação oral Ensino do inglês 1.º Ciclo do ensino básico Competências comunicativas Motivação Investigação-ação Estratégias comunicativas Task-Based Learning (TBLT) Oral interaction English teaching Primary education Communication skills Motivation Action research Communication strategies