Tipos de tarefas e estratégias de comunicação: investigando a validade de narrativas baseadas em tópicos e em figuras

Gicele Virgine Vieira Prebiana; Rosane Silveira

doi:10.17851/2237-2083.15.1.89-108

Tipos de tarefas e estratégias de comunicação: investigando a validade de narrativas baseadas em tópicos e em figuras

Gicele Virgine Vieira Prebiana, Rosane Silveira

Abstract

This study set up to investigate the validity of different oral tasks,namely topic-based and picture-based narratives, as data elicitationtasks. Our ultimate goal was to examine whether these two types ofnarratives would impact upon intermediate learners’ L2 oralproduction, regarding their use of communication strategies (CS)during speech performance. Spearman correlational tests were runso as to check for ranking and frequency of the strategies used byparticipants in each narrative task. Results indicate that the type oftask and its intrinsic characteristics may affect the use of CS interms of frequency. Additionally, results show that the participantstended to experience fewer difficulties when performing the picturebasednarrative, which led them to use a fewer number of strategies.On the contrary, the two topic-based narratives led participants toapply a greater number of CS.

Keywords

Communication Strategies; Task Type; Oral Narratives; EFL

Full Text:

PDF (Português (Brasil))

References

BACHMAN, L.; PALMER, A. Language testing in practice: Designing and developing useful language tests. Oxford: O.U.P., 1996.

BIALYSTOK, E. Communication strategies: A psychological analysis of second-language use. Oxford: Basil Blackwell, 1990.

BYGATE, M.; SKEHAN, P.; SWAIN, M. Introduction. In: BYGATE, M.; SKEHAN, P.; SWAIN, M. (Ed.). Researching pedagogic tasks: Second language learning, teaching, and testing. London: Longman, 2001. p.1-20.

CHEN, S. Q. A study of communication strategies in interlanguage production by Chinese EFL learners. Language Learning, v. 40, p. 155-87, 1990.

COHEN, A. D. Assessing language ability in the classroom. Boston: Heinle & Heinle Publishers, 1994.

DÖRNYEI, Z.; KORMOS, J. Problem-solving mechanisms in L2 communication: A psycholinguistic perspective. Studies in Second Language Acquisition, v. 20, p. 349-385, 1998.

DÖRNYEI, Z.; SCOTT, M. L. Communication strategies in a second language: definitions and taxonomies. Language Learning, v. 47, n. 1, p. 173-210, 1997.

ELLIS, R. Task-based language learning and teaching. Oxford University Press, 2003.

FAERCH, C.; KASPER, G. (Ed.). Strategies in interlanguage communication. London: Longman, 1983.

FLYMAN, A. Communication strategies in French as a foreign language. Working Papers, v. 46, p. 57-73, 1997.

FOSTER, P.; SKEHAN, P. The influence of planning and task type on second language performance. Studies in Second Language Acquisition, v. 18, p. 299-323, 1996.

KELLERMAN, E. Compensatory strategies in second language research: a critique, a revision, and some (non-) implication for the classroom. In: PHILLIPSON, R.; KELLERMAN, E.; SELINKER, L.; SHARWOOD SMITH, M.; SWAIN, M. (Ed.). Foreign/Second Language Pedagogy Research: a Commemorative Volume for Claus Faerch, 142-61. Clevedon, UK: Multilingual Matters, 1991.

KELLERMAN, E.; BONGAERTS, T.; POULISSE, N. Strategy and system in L2 referential communication. In: ELLIS, R. (Ed.). Second language acquisition in context. Englewood Cliffs, NJ: Prentice Hall, 1987. p. 100-112.

LEVELT, W. J. M. Speaking: from intention to articulation. Cambridge, MA: MIT Press, 1989.

MANCHÓN, R. M. Fostering the autonomous use of communication strategies in the foreign language classroom. Links & Letters, v. 7, p. 13-27, 2000.

PARIBAKHT, T. Strategic competence and language proficiency. Applied Linguistics, v. 6, n. 2, p. 132-46, 1985.

POULISSE, N.; SCHILS, E. The influence of task- and proficiency-related factors on the use of compensatory strategies: a quantitative analysis. Language Learning, v. 39, n. 1, p. 15-48, 1989.

PREBIANCA, G. V. V. Communication strategies and L2 speech production. 2004. 318 f. Dissertação (Mestrado em Letras – Inglês) - Universidade Federal de Santa Catarina, Florianópolis, 2004.

ROBINSON, P. Task complexity, cognitive resources, and syllabus design: a triadic framework for examining task influences on SLA. In: ROBINSON, P. (Ed.). Cognition and second language instruction. Cambridge: Cambridge University Press, 2001. p. 287-318.

RODRIGUES, C. Estratégias de comunicação em uma língua estrangeira. A perspectiva da sala de aula. Linguagem & Ensino, v. 2, n. 1, p. 11-35, 1999.

SELINKER, L. Interlanguage. IRAL, v. X, n. 3, p. 209-231, 1972.

SKEHAN, P.; FOSTER, P. The influence of task structure and processing conditions on narrative retellings. Language Learning, v. 49, n. 1, p. 93-120, 1999.

SKEHAN, P. Task-based instruction. Language Teaching, v. 36, p. 1-14, 2003.

TARONE, E. Communication strategies, foreigner talk, and repair in interlanguage. Language Learning, v. 30, p. 417-431, 1980.

VARADI, T. Strategies of target language learner communication: Message adjustment. In: FAERCH, C.; KASPER, G. (Ed.). Strategies in interlanguage communication. London: Longman, 1983. p. 79-99.

YARMOHAMMADI, L.; SEIF, S. More on communication strategies: classification, resources, frequency and underlying processes. IRAL, v. 30, p. 223-232, 1992.

DOI: http://dx.doi.org/10.17851/2237-2083.15.1.89-108