Banca de DEFESA: JOSELANIA DE SOUZA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JOSELANIA DE SOUZA SILVA
DATE: 23/02/2022
TIME: 09:00
LOCAL: Virtual
TITLE:

TASK-BASED LANGUAGE TEACHING IN THE LIGHT OF COMPLEXITY: A DIALOGUE OF KNOWLEDGE IN THE POST-METHOD ERA

KEY WORDS:

 CDST; SLA; language teaching; task-based language teaching

PAGES: 152
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

Explaining the process of developing a non-native language has been a challenge for general and applied linguists over the years. In this vein, seeking a new theoretical perspective for the area, Larsen-Freeman (1997) traced similarities between language development and the Complexity Theory, arguing that there are many similarities between the new science of chaos/complexity and the development of an additional language. Thus, some authors have been defining language(gem) as a dynamic, complex, nonlinear and adaptive system, understanding that language is much more than a set of structures. In addition, another dimension that is currently being emphasized is the recognition of the diversity of the participants involved in the teaching-learning processes, especially the apprentices. Postmodern theories have recognized the diversity of teaching contexts, highlighting that the local and individual needs of learners are no longer consistent with methods that try to encompass all subjects in all teaching contexts, demanding approaches that take into account the individual differences of learners, as well as the local contextual ecology that supports development. From this perspective, Task-Based Language Teaching (TBLT) has become a flourishing area of research, as it is concerned with promoting communicative situations that will naturally lead to linguistic development, meeting the language needs of its learners. In view of the reflections that such ideas raise, the main objective of this work is to conduct a theoretical analysis of the structure and assumptions of the ELBT from the perspective of the Complex Dynamic Systems Theory (CDST). For that, we have the following specific objectives: (1) to analyze the task cycle from the perspective of Complexity Theory; (2) verify the existence of the characteristics of a complex adaptive system in this approach; (3) analyze whether TBLT is an approach that takes into account the diversity of teaching contexts, with a more specific focus on the individual differences of the learners. We believe that this study can contribute to a better understanding of the Complexity of language teaching by advocating the adoption of the TBLT approach, as well as motivating reflection, especially by non-native language teachers, on new possibilities in terms of teaching approach, more suited to their needs and teaching realities and more consistent with the Complex view of language and the individual differences of its students.

BANKING MEMBERS:
Interno - 1857628 - FABIANO SILVESTRE RAMOS
Presidente - 1860670 - FELIPE FLORES KUPSKE
Externo à Instituição - REINER VINICIUS PEROZZO - UFRGS