Efeitos da manipulação da complexidade da tarefa na perceção da dificuldade da tarefa e em variáveis afetivas na aprendizagem de português língua estrangeira

Název: Efeitos da manipulação da complexidade da tarefa na perceção da dificuldade da tarefa e em variáveis afetivas na aprendizagem de português língua estrangeira
Variantní název:
  • Effects of manipulating task complexity on the perception of task difficulty and on affective variables in Portuguese as a foreign language learning
Autor: Santos, Sara
Zdrojový dokument: Études romanes de Brno. 2023, roč. 44, č. 2, s. 305-322
Rozsah
305-322
  • ISSN
    1803-7399 (print)
    2336-4416 (online)
Type: Článek
Jazyk
 

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Abstrakt(y)
Este estudo teve como objetivo investigar os efeitos do aumento das exigências cognitivas de uma tarefa na perceção da sua dificuldade e em quatro variáveis afetivas (ansiedade, confiança, interesse e motivação). Neste trabalho, participaram 39 aprendentes universitários chineses de português como língua estrangeira. Numa ordem contrabalançada, todos os aprendentes realizaram duas tarefas monológicas orais de transmissão de informação. Partindo da Hipótese da Cognição de Robinson (2001, 2003, 2005, 2007, 2010, 2011, 2015, 2022a, 2022b), manipularam-se a variável "± poucos elementos" da dimensão "recurso direção" e a variável "± tempo de planeamento" da dimensão "recurso-dispersão". Depois da realização de cada tarefa (tarefa simples/ tarefa complexa), foi aplicado um questionário de variáveis afetivas numa escala de Likert. Os resultados demonstraram que o aumento do número de elementos da tarefa (i) se relacionou com a perceção da dificuldade da tarefa, pois a tarefa complexa foi considerada mais difícil do que a tarefa simples, e (ii) teve um impacto negativo na confiança dos aprendentes. Os dados da variável "recurso-dispersão" evidenciaram um efeito positivo no interesse dos aprendentes, decorrente da remoção do tempo de planeamento da tarefa. Estes resultados sugerem que o aumento da complexidade da tarefa, isto é, a aproximação à autenticidade da tarefa alvo, não resultou na perda de interesse ou motivação dos aprendentes de PLE. Discutem-se implicações pedagógicas decorrentes desta investigação.
This study aims to investigate the effects of increasing the cognitive demands of a task on the perception of task difficulty and on four affective variables (anxiety, confidence, interest and motivation). Thirty-nine Chinese university learners of Portuguese as a foreign Language participated in this research work. All participants performed two monologic information-giving oral tasks. The order of the tasks was counterbalanced. Within Robinson's (2001, 2003, 2005, 2007, 2010, 2011, 2015, 2022a, 2022b) Cognition Hypothesis, two independent variables were chosen: a resource-directing variable ('± few elements') and a resource-dispersing variable ('± planning time'). Learners were asked to answer an affective variable questionnaire in a Likert scale after performing each version of the task (simple task/ complex task). Increasing the elements of a task led to (i) an interaction between task complexity/ difficulty, as the complex task was perceived as more difficult than the simple task, and (ii) a negative impact on learners' confidence. Increasing task demands along resource-dispersing dimensions had positive effects on learners' interest. These findings suggest that as tasks' demands increase, there is no loss of interest or motivation to perform the task. Pedagogical implications are discussed.
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