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Aplicação da Abordagem de Ensino de Linguas baseado em Tarefas no Ensino Básico de Português nas Faculdades Chinesas
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O Ensino de Línguas Baseado em Tarefas (ELBT) surgiu na década de 1980 e é atualmente um modelo de ensino de línguas amplamente utilizado internacionalmente. Ao longo dos anos, várias pesquisas teóricas e empíricas sobre métodos de ELBT surgiram um após outro, enriquecendo o conhecimento desta abordagem. O ELBT respeita o perfil dos aprendentes e salienta que eles estão "aprendendo através das atividades". Os aprendentes podem realizar várias atividades práticas novas e interessantes por meio de tarefas atribuídas pelo professor. Eles podem adquirir conhecimentos linguísticos de forma eficaz e fazê-lo numa língua estrangeira, conseguindo o domínio de conhecimentos e competências linguísticas. Ao mesmo tempo, também aumenta a capacidade de aprender e resolver problemas, o que é extremamente importante para o desenvolvimento integral dos aprendentes. ELBT é um método de ensino eficaz, especialmente para o ensino na área da oralidade. Os estudantes aprendem português através de tarefas e utilizam os seus conhecimentos linguísticos para resolver problemas e completar atividades. Em comparação com a aceitação passiva dos conhecimentos linguísticos registados por outros métodos, o ELBT quebra as limitações do ensino oral e resolve realmente o problema da dificuldade dos estudantes neste domínio. Com o desenvolvimento do ensino do português na China, também é extremamente importante explorar métodos de ensino de línguas estrangeiras mais adequados para estudantes chineses. Embora haja pesquisa relacionada com ELBT na área de ensino de português, há muito pouco material e poucos exemplos da sua integração no ensino de português nas universidades. O objetivo deste estudo é inquirir professores de ELP para conhecer o estado da implementação do ELBT no ensino superior da China e descobrir os obstáculos desta abordagem na prática. Além disso, segundo o resultado, escolher e analisar material didático do《Português Global 1》, explorando o conteúdo que atende ao ELBT no ensino de português. A intenção é fornecer aos professores chineses de licenciaturas em português algumas opiniões e sugestões aplicáveis nas aulas de português básico.
The Task-Based Language Teaching (TBLT) emerged in the 1980s and is currently a widely used language teaching model internationally. Over the years, various theoretical and empirical researches on TBLT have emerged one after the other, enriching the relevant knowledge of this approach. The TBLT respects the dominant status of learners and emphasizes that students are "learning through activities." Learners can perform various new and interesting practical activities through teacher-assigned tasks. They can acquire language knowledge more efficiently and use foreign languages to complete them, achieving mastery of language knowledge and skills. At the same time, it also increases the ability to learn and solve problems, which is extremely important for the comprehensive development of learners. The TBLT is an effective teaching method, especially for teaching in the area of Speaking. Students learn Portuguese through tasks and use their language skills to solve problems and complete activities in contrast with the passive acceptance of language skills recorded by other methods. The TBLT breaks through the limitations of oral instruction and really solves the problem of students' difficulty with speaking. Thus, it can play a pivotal role in teaching Portuguese Language. With the development of Portuguese teaching in China, it is also extremely important to explore foreign language teaching methods that are more suitable for Chinese students. Although there is related research of TBLT in the area of Portuguese teaching in China, there is very little material and few examples of its integration with Portuguese teaching in universities. The purpose of this study is to inquire the Portuguese Language teachers in order to know the implementation status of TBLT in Chinese higher education, finding out the obstacles of this approach in practice. In addition, according to the result, the author chooses and analyzes the teaching material《Global Portuguese 1》, exploring the content that meets TBLT in Portuguese Language Teaching. The intention is to provide Chinese teachers with some ideas and suggestions applicable in basic Portuguese classes.
The Task-Based Language Teaching (TBLT) emerged in the 1980s and is currently a widely used language teaching model internationally. Over the years, various theoretical and empirical researches on TBLT have emerged one after the other, enriching the relevant knowledge of this approach. The TBLT respects the dominant status of learners and emphasizes that students are "learning through activities." Learners can perform various new and interesting practical activities through teacher-assigned tasks. They can acquire language knowledge more efficiently and use foreign languages to complete them, achieving mastery of language knowledge and skills. At the same time, it also increases the ability to learn and solve problems, which is extremely important for the comprehensive development of learners. The TBLT is an effective teaching method, especially for teaching in the area of Speaking. Students learn Portuguese through tasks and use their language skills to solve problems and complete activities in contrast with the passive acceptance of language skills recorded by other methods. The TBLT breaks through the limitations of oral instruction and really solves the problem of students' difficulty with speaking. Thus, it can play a pivotal role in teaching Portuguese Language. With the development of Portuguese teaching in China, it is also extremely important to explore foreign language teaching methods that are more suitable for Chinese students. Although there is related research of TBLT in the area of Portuguese teaching in China, there is very little material and few examples of its integration with Portuguese teaching in universities. The purpose of this study is to inquire the Portuguese Language teachers in order to know the implementation status of TBLT in Chinese higher education, finding out the obstacles of this approach in practice. In addition, according to the result, the author chooses and analyzes the teaching material《Global Portuguese 1》, exploring the content that meets TBLT in Portuguese Language Teaching. The intention is to provide Chinese teachers with some ideas and suggestions applicable in basic Portuguese classes.
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Ensino-Aprendizagem de PLE Ensino Baseado em Tarefas Português Básico Análise de Materiais Didáticos Teaching-Learning of Portuguese as a Foreign Language Task-based Teaching Basic Portuguese Analysis of Didactic Materials