Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-07-08T20:39:35Z No. of bitstreams: 1 PatriciaSayonaraLimaDeAraujoPereira_DISSERT.pdf: 3476305 bytes, checksum: 1ae43bca4d89ffa3e04cdad74a6a6150 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-07-11T19:59:46Z (GMT) No. of bitstreams: 1 PatriciaSayonaraLimaDeAraujoPereira_DISSERT.pdf: 3476305 bytes, checksum: 1ae43bca4d89ffa3e04cdad74a6a6150 (MD5) / Made available in DSpace on 2016-07-11T19:59:46Z (GMT). No. of bitstreams: 1 PatriciaSayonaraLimaDeAraujoPereira_DISSERT.pdf: 3476305 bytes, checksum: 1ae43bca4d89ffa3e04cdad74a6a6150 (MD5) Previous issue date: 2015-11-19 / O objetivo desta pesquisa-a??o, realizada atrav?s de m?todos mistos, foi investigar o papel de tarefas propostas pela Aprendizagem Baseada em Tarefas (WILLIS, 1996) no processo de desenvolvimento da produ??o oral em ingl?s como LE na escola p?blica. Vinte e tr?s alunos de uma turma do 9? ano do Ensino Fundamental II de uma escola estadual norteriograndense foram expostos sistematicamente ? realiza??o de tarefas de aprendizagem com foco na produ??o oral em ingl?s como LE durante dois meses. Os instrumentos utilizados nesta coleta - pr? e p?s-question?rios; notas de observa??o; grupo focal; e pr? e p?s-testes - geraram dois tipos de dados: a) qualitativos (as percep??es dos alunos sobre a sua produ??o oral e o ensino desta habilidade na escola p?blica; e, o uso de estrat?gias de comunica??o pelos aprendizes frente ? ABT); e, b) quantitativos (o desenvolvimento da pron?ncia; do rendimento em testes de profici?ncia (teste KET - Cambridge, adaptado); e, da Profici?ncia Oral Global (POG) dos aprendizes ap?s a realiza??o das tarefas de aprendizagem). Os resultados quantitativos deste estudo apontam que houve desenvolvimento estatisticamente significativo das medidas de pron?ncia e rendimento nos testes de profici?ncia, ap?s a experi?ncia com as tarefas. Os achados qualitativos, por sua vez, representados pelos relatos dos aprendizes e da professora-pesquisadora, demonstram ter havido um maior foco no uso de estrat?gias comunicativas durante a produ??o oral pelos aprendizes ao longo da interven??o com as tarefas. / The aim of this action research of mixed-methods was investigating the role of the tasks proposed by the Task-Based Learning, TBL (WILLIS, 1996) in the process of development of speech production in English as a foreign language (EFL) at the public school. Twenty-three students from a grade of secondary school from a state school in Rio Grande do Norte were exposed systematically to the implementation of the learning tasks focused in the speech production in EFL during two months. The instruments used at the data collection ? pre and post-questionnaire; field notes; focal group; and pre and post-tests - generated two kinds of data: a) qualitative (the perception of the students about their speech production and the teaching of this ability at the public school; and, the usage of strategies of communication for these learners facing TBL); and, b) quantitative (the development of pronunciation; of accuracy in the proficiency tests (test KET ? Cambridge, adapted); and, of Global Oral Proficiency (POG) of these learners after the accomplishment of the learning tasks). The quantitative results of the study indicate that there was a statistically significant development of pronunciation and accuracy at the proficiency tests, after the tasks experience. The qualitative findings, in turn, represented by the learners? reports and from the research teacher, show that there has been greater focus on the use of communicative strategies during the learners? oral production throughout the intervention with the tasks.