Teaching grammar through task-based language teaching
DOI:
https://doi.org/10.21814/diacritica.434Keywords:
Task-based language teaching, Focus on form, Teaching materialsAbstract
Although it is not a central aspect, grammar teaching - that is, the use of specific tasks and/or other types of strategies to draw students’ attention to certain linguistic aspects while maintaining a predominant focus on meaning – plays an important role in Task-Based Language Teaching (TBLT), so it is incorrect to claim otherwise. However, it is also true that TBLT avoids explicit teaching of predetermined linguistic items, as in more traditional methods, since it is not considered compatible with the process of second language acquisition, in light of current evidence. Based on the concept of focus on form, the present article aims to exemplify how TBLT can integrate grammar and promote the attention of students of Portuguese as a Foreign Language to structures and linguistic aspects, by using focused tasks and methodological strategies.
References
Bielsa, P. B., Catalán G. S., Tapia, M. Á. D., Ripoll, S. L., Samaniego, A. L. & López, J. M. (2009). Destino Erasmus 1. Barcelona, Espanha: Universitat de Barcelona/SGEL
Educación.
Bygate, M. & Samuda, V. (2009). Creating Pressure in Task Pedagogy. In A. Mackey & C. Polio (Eds.), Multiple Perspectives on Interaction (pp. 90-116). Londres, Inglaterra: Routledge.
Castro, C. (2015). Materiais para o ensino do português como língua estrangeira: uma proposta de aprendizagem baseada em tarefas (Tese de doutoramento, Universidade Nova de Lisboa).
Castro, C. (2017). Ensino de línguas baseado em tarefas: Da teoria à prática. Lisboa, Portugal: Lidel Edições Técnicas.
Ellis, R. (1991). Second language acquisition and second language pedagogy. Clevedon, Inglaterra: Multilingual Matters.
Ellis, R. (1993). Second language acquisition and the structural syllabus. TESOL Quarterly, 27(1), 91–113. DOI: https://doi.org/10.2307/3586953
Ellis, R. (1995). Interpretation tasks for grammar teaching. TESOL Quarterly, 29(1), 87-105. DOI: https://doi.org/10.2307/3587806
Ellis, R. (1999). Input based approaches to teaching grammar: A review of classroom oriented research. DOI: https://doi.org/10.1017/S0267190599190044
Annual Review of Applied Linguistics, 19(1), 64-80.
Ellis, R. (2003). Task-Based language learning and teaching. Oxford, Inglaterra: Oxford University Press.
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246. DOI: https://doi.org/10.1111/j.1473-4192.2009.00231.x
Ellis, R., Basturkmen, H. & Loewen, S. (2001). Learner uptake in communicative ESL lessons. Language Learning, 51(2), 281-318. DOI: https://doi.org/10.1111/1467-9922.00156
Ellis, R. & Shintani, N. (2014). Exploring language pedagogy through second language acquisition. Londres, Inglaterra: Routledge. DOI: https://doi.org/10.4324/9780203796580
Jourdenais, R., Ota, M., Stauffer, S., Boyson, B. &
Doughty, C. (1995). Does textual enhancement promote noticing? A think aloud protocol analysis. In R. Schmidt (Ed.), Attention and Awareness in Foreign Language Learning (pp. 183216). Honolulu, Estados Unidos da América: University of Hawaii Press.
Long, M. (1985). A role for instruction: Task-based
language teaching. In M. Pienemann & K. Hyltenstam (Eds.), Modeling and Assessing Second Language Acquisition (pp. 77-99) Mahwah, Estados Unidos da América: Erlbaum.
Long. M. (1988). Instructed Second Language Acquisition. In L. Beebe (Ed.), Issues in second language acquisition: Multiple perspectives (pp. 113-147). Nova Iorque, Estados Unidos da América: Newbury House.
Long, M. (1991). Focus on form: A design feature in language teaching methodology. In K. Bot, R. Ginsberg & C. Kramsch (Eds.), Foreign language research in crosscultural perspective (pp. 39-52). Amsterdão, Holanda: John Benjamins. DOI: https://doi.org/10.1075/sibil.2.07lon
Long, M. & Crookes, G. (1992). _Three approaches to task-based syllabus design. TESOL Quarterly, 26(1), 27-56. DOI: https://doi.org/10.2307/3587368
Loschky, L. & Bley-Vroman, R. (1993). Grammar and task-based methodology. In S. M. Gass & G. Crookes (Eds.), Tasks and Language Learning (pp. 123-67). Clevedon, Inglaterra: Multilingual Matters.
Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 3766. DOI: https://doi.org/10.1017/S0272263197001034
Mackey, A. (1999). Input, Interaction and Second Language Development. Studies in Second Language Acquisition, 21(1), 557–587. DOI: https://doi.org/10.1017/S0272263199004027
Mackey, A. (2012). Input, interaction and corrective feedback in L2 learning. Oxford, Inglaterra: Oxford University Press.
Samuda, V. & Bygate, M. (2008). Tasks in second language learning. Nova Iorque, Estados Unidos da América: Palgrave Macmillan. DOI: https://doi.org/10.1057/9780230596429
Sheen, R. (2003). Focus-on-Form: A myth in the making. ELT Journal, 57(2), 225-233. DOI: https://doi.org/10.1093/elt/57.3.225
Shintani, N., Li, S. & Ellis, R. (2013). Comprehension-based versus production-based grammar intruction: A meta-analysis of comparative studies. Language Learning, 63(2), 296-329. DOI: https://doi.org/10.1111/lang.12001
Skehan, P. (1998a). A cognitive approach to language learning. Oxford, Inglaterra: Oxford
University Press.
Skehan, P. (1998b). Task-Based Instruction. Annual Review of Applied Linguistics, 18, pp. 268-286. DOI: https://doi.org/10.1017/S0267190500003585
Swan, M. (2005). Legislating by hypothesis: The case of task-based instruction. Applied Linguistics, 26(3), 376-401. DOI: https://doi.org/10.1093/applin/ami013
Tavares, A. (2003). Português XXI-1: Livro do aluno. Lisboa, Portugal: Lidel.
Trahey, M. & White, L. (1993). Positive evidence and preemption in the second language classroom. Studies in Second Language Acquisition, 15(2), 181-204. DOI: https://doi.org/10.1017/S0272263100011955
Tuz, E. (1993). From controlled practice to communicative activity: Does training transfer?. TESOL, 1, 97-108.
VanPatten, B. (1996). Input processing and grammar instruction. Nova Iorque, Estados Unidos da América: Ablex.
White, J. (1998). Getting the learners’ attention: A typographical input enhacement study. In C. Doughty & J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition (pp. 85-113). Cambridge, Inglaterra: Cambridge University Press.
Willis, D. & Willis, J. J. (2007). Doing Task-Based Teaching. Oxford, Inglaterra: Oxford University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Catarina Castro
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
