Promover o multilinguismo: uma abordagem por tarefas - desempenho oral e o papel da proficiência

Autores

DOI:

https://doi.org/10.35520/diadorim.2020.v22n1a31982

Palavras-chave:

português língua estrangeira, produção oral, complexidade cognitiva da tarefa, Hipótese da Cognição

Resumo

Na perspetiva de que a promoção do multilinguismo passa por uma aprendizagem experiencial, este trabalho de investigação, integrado numa abordagem de Ensino de Línguas Baseado em Tarefas, teve um objetivo duplo: (i) estudar o impacto da manipulação da complexidade cognitiva da tarefa na produção oral de aprendentes chineses de Português como Língua Estrangeira (PLE) com um nível básico de proficiência e (ii) comparar os resultados com os dados obtidos num trabalho realizado anteriormente com aprendentes mais proficientes. As variáveis independentes foram “± tempo de planeamento” e “± poucos elementos” do quadro teórico da Hipótese da Cognição (ROBINSON, 2001, 2003, 2005, 2010, 2011, 2015). Os resultados revelaram que o tempo de planeamento teve efeitos na complexidade, correção e fluência e o aumento do número de elementos da tarefa teve um impacto positivo na diversidade lexical, mas um efeito negativo na complexidade sintática e correção. Foi encontrada evidência do impacto do nível de proficiência dos aprendentes na produção oral em PLE. Os dados foram interpretados, tendo em conta a Hipótese da Cognição e a abordagem da Capacidade Limitada de Atenção (SKEHAN, 1998, 2009, 2014, 2015, 2018). 

Biografia do Autor

Sara Santos, University of Macau

Faculty of Arts and Humanities, Department of Portuguese, Assistant Professor, PhD in Applied Linguistics

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Publicado

2020-09-21

Edição

Seção

Dossiê de Língua/Language Dossier