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O ensino comunicativo baseado em tarefas: o caso dos aprendentes universitários chineses de PLE
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O presente relatório reflete sobre o estágio de ensino de Português Lingua Estrangeira (PLE) a estudantes oriundos da China realizado na Escola Superior de Educação e Ciências Sociais do Instituto Politécnico de Leiria. Foram acompanhadas as sessões de reforço linguístico PLE, com estudantes chineses em mobilidade. O sistema de ensino chinês dá pouco ênfase ao desenvolvimento de competências comunicativas e à interação dos alunos, centrando-se no papel do professor. No entanto, é crucial compreender que a língua não é apenas uma matéria de estudo, mas um instrumento fundamental para a participação ativa nas esferas da comunicação quotidiana. O envolvimento dos alunos deve girar em torno de tarefas motivadoras que os vejam como utilizadores proativos da língua em todos os domínios da comunicação. Esta perspetiva orientada para a ação promove experiências de aprendizagem mais profundas e relevantes. Este estágio tem objetivo perceber como o ensino de línguas baseado em tarefas (ELBT) pode contribuir para a melhoria das capacidades comunicativas dos alunos chineses numa sala de aula de PLE. Com este intuito, aprofundaram-se as teorias de ensino e aprendizagem de línguas não maternas, particularmente o ELBT e observaram-se os perfis dos alunos chineses. Exploraram-se, igualmente, a integração do ELBT no ensino de PLE, destacando a promoção da interação entre os alunos e refletindo sobre o papel dos professores não nativos no ensino. Os resultados alcançados revelaram que o ELBT não se limitou a fomentar as suas competências comunicativas, mas também a aumentar a autoconfiança dos alunos chineses e a ajudar na criação de uma atmosfera dinâmica e entusiasmada no contexto do ensino de PLE.
This report reflects on an internship teaching Portuguese as a Foreign Language (PFL) to students from China at the School of Education and Social Sciences of the Polytechnic Institute of Leiria. The language reinforcement sessions for Chinese mobile students were carefully observed. In the Chinese education system the emphasis on the teachers role overshadows the development of communicative skills and student interaction. However it is vital to recognize that language extends beyond academic study to become a fundamental tool for active engagement in daily communication settings. Student involvement should center on motivating tasks that encourage them to be proactive language users across all communication spheres. This action oriented approach leads to deeper and more meaningful learning experiences. The internships objective is to investigate how task based language teaching (TBLT) can enhance the communicative skills of Chinese students. To this end, theories of teaching and learning non-native languages, particularly TBLT, were explored in depth and the profiles of Chinese students were analysed. We also explored the integration of TBLT into PFL teaching, emphasising the promotion of interaction between students and reflecting on the role of non-native teachers in teaching. The results showed that TBLT not only boosted their communicative skills, but also increased the Chinese students' self-confidence and helped create a dynamic and enthusiastic atmosphere in the context of ELP teaching.
This report reflects on an internship teaching Portuguese as a Foreign Language (PFL) to students from China at the School of Education and Social Sciences of the Polytechnic Institute of Leiria. The language reinforcement sessions for Chinese mobile students were carefully observed. In the Chinese education system the emphasis on the teachers role overshadows the development of communicative skills and student interaction. However it is vital to recognize that language extends beyond academic study to become a fundamental tool for active engagement in daily communication settings. Student involvement should center on motivating tasks that encourage them to be proactive language users across all communication spheres. This action oriented approach leads to deeper and more meaningful learning experiences. The internships objective is to investigate how task based language teaching (TBLT) can enhance the communicative skills of Chinese students. To this end, theories of teaching and learning non-native languages, particularly TBLT, were explored in depth and the profiles of Chinese students were analysed. We also explored the integration of TBLT into PFL teaching, emphasising the promotion of interaction between students and reflecting on the role of non-native teachers in teaching. The results showed that TBLT not only boosted their communicative skills, but also increased the Chinese students' self-confidence and helped create a dynamic and enthusiastic atmosphere in the context of ELP teaching.
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Ensino de línguas baseado em tarefas (ELBT) Competência comunicativa Português língua estrangeira (PLE) Aprendentes chineses Professor não nativo Task-based language teaching (TBLT) Communicative competence Portuguese as a foreign language (PFL) Chinese learners Non-native teacher