Ensino de línguas baseado em tarefas na ótica da Complexidade: um diálogo de saberes na era pós-método

Abstract

Over the years, several theories have tried to explain the process of developing a non native language, although this is still a challenge for applied linguists. Seeking new theoretical biases for the area, Larsen-Freeman (1997) drew parallels between language development and complexity theory, claiming that there is much correspondence between the new science of chaos/complexity and the development of a non-native language. Likewise, Task-Based Language Teaching (TBLT) has become a flourishing area of research, concerned with promoting communicative situations that will naturally lead to linguistic development and serving the language needs of its learners. In view of the considerations of the ideas presented, the main purpose of this work is to conduct a theoretical analysis of the structure and assumptions of the TBLT from the perspective of the Theory of Complex Dynamical Systems. The specific objectives are the following: to verify if the TBLT is an approach congruent with the characteristics of the Complexity; analyze the task cycle from the perspective of Complexity Theory and analyze whether TBLT is an approach capable of embracing the diversity of teaching contexts, focusing on learners' individual differences. It is believed that this research can encourage more contextualized language teaching practices in the adoption of the TBLT approach, as well as motivating reflection, especially for non-native language teachers. In other words, it seeks to present a reading of the TBLT in the light of a widely publicized and defended theoretical paradigm of language development.