A interação nas tarefas de produção oral dos livros didáticos de língua inglesa do 6º ano do PNLD 2014

Abstract

This study discusses the interaction in the speaking tasks in English textbooks selected by the 2014 edition of the Brazilian National Textbook Program (Programa Nacional do Livro Didático – PNLD). Based on the definition of interactional competence, as proposed by Hall & Doehler (2011), Walsh (2013), and Young (2011, 2013), the concepts of collaboration, negotiation, creativity, and dialogue, were defined as requirements so that speaking tasks can help develop students’ interactional competence. The research sought to examine to what extent those requirements are present in speaking tasks found in books for the 6th grade. Three tasks from each of the three series selected by the program are described and analysed. Results of the analysis show that the way each series deals with those requirements vary, but it seems that there is a tendency towards tasks in which students speak based on scripts and models, without much room for their own contributions. That finding leads to suggestions as to how to adapt those tasks in order to work with the requirements in a more comprehensive manner. The conclusion of the study is that the speaking tasks analysed are an interesting starting point to working with the development of interactional competence, and the teacher’s role is essential to make the most of the interactive possibilities found in the speaking tasks.