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 Global Journal of Education and Allied  

Research (GJEAR) 
Volume.15, Number 3; March-2024; 

ISSN: 2837-3707 | Impact Factor: 7.80 

https://zapjournals.com/Journals/index.php/gjear  

Published By: Zendo Academic Publishing 

 

 

pg. 48 
 

GRAMMAR IN ACTION: A TASK-BASED APPROACH TO PORTUGUESE 

LANGUAGE INSTRUCTION 

 

 
Mei Ling Zhang 
University of International Business and Economics, Beijing, China 

 

Article Info  Abstract 

Keywords: task-based teaching, 

Portuguese grammar, second 

language acquisition, 

communicative language 

teaching, Chinese universities. 

 

DOI 

10.5281/zenodo.11120948 

 The task-based teaching approach, rooted in communicative language 

teaching, has gained prominence in second language acquisition. 

Advocating that language learning is best facilitated through the 

completion of communicative tasks, this method has captured the 

attention of language educators worldwide. 

In recent years, there has been a growing interest in the field of 

Portuguese grammar teaching. Basic Portuguese grammar courses are 

integral to Portuguese majors in Chinese universities. However, there 

is a dearth of research exploring the application of the task-based 

teaching method to Portuguese grammar instruction in the Chinese 

higher education context. Presently, traditional teaching methods 

dominate Portuguese grammar classrooms, which can be discouraging 

for many students. 

In light of this situation, there is a compelling need to introduce the 

task-based teaching method into the realm of grammar instruction for 

Portuguese. This paper aims to bridge this gap by investigating the 

potential benefits and challenges of implementing a task-based 

approach in Portuguese grammar classes, shedding light on a novel 

pedagogical approach that could enhance the learning experience for 

Chinese university students studying Portuguese as a second language. 
 

 

 

Introduction  
The task-based teaching approach, which emerged in the 1980s, has become a hot topic in the field of second 

language acquisition. Task-based teaching method belongs to communicative teaching method, which advocates 

that using language to complete communicative tasks can promote language learning.  

In recent years, more and more attention has been paid to the study of Portuguese grammar teaching. The course 

of Portuguese basic grammar is one of the important courses for Portuguese majors in colleges and universities 

in China. However, no research has been found to apply this teaching method to Portuguese grammar teaching in 

Chinese universities. Nowadays, the Portuguese grammar class, which takes the traditional teaching method as 

the main mode, has deterred many students. In view of this situation, it is necessary to apply task-based teaching 

method to grammar classroom.  

1. Task-Based Teaching Method  
The task-based approach developed on communicative approach has gradually changed the perspective of 

language teaching at home and abroad. In order to enable students to naturally acquire a new language, it 

https://zapjournals.com/Journals/index.php/gjear


Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 15 (3) 

 

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emphasizes that language should be “learned by doing”, with the goal of completing meaningful language 

communication tasks jointly by teachers and students, to tap learners' language use potential and stimulate 

language creativity [1].  

Chinese foreign language majors lack the context of the target language, and their access to foreign language 

information is limited. Even many learners only take learning a foreign language as an examination tool. The 

task-based approach has been recognized and advocated by linguists and foreign language teachers in China since 

it was proposed. The introduction of this new teaching method plays an important role in changing the inefficient 

“cramming” foreign language classroom in China and injects new vitality into foreign language teaching in China. 

The task-based approach focuses on the use of language, rather than simply based on the form of language. It 

requires learners to use the language they have learned to solve communication problems in real life. Teachers 

choose teaching content close to students' life and complete the task through the interaction between students and 

students and between teachers and students.  

2.1. Definition  

According to Cai Lanzhen (2001) [2], “task-based teaching method means that in classroom teaching, students and 

teachers jointly complete certain tasks to enable second language learners to naturally learn and acquire language, 

expand the Chinese language system and promote foreign language learning progress.” In general, task-based 

teaching method is to use “tasks” throughout “teaching”, and acquire knowledge by means of cooperation and 

interaction in the process of performing tasks, fully mobilize learners' initiative and naturally feel, explore, 

understand and apply the target language in practice.  

2.2. Task  

“Task” is an important concept throughout the whole language teaching theory. It is closely related to teaching 

design, textbook development, teaching assessment, etc. Since the task-based teaching method was proposed, the 

definition of “task” has been hotly discussed in the academic circles at home and abroad. Nunan (1989:10) [3] 

believes that "task" is what is done in the classroom using the target language, including the understanding, 

operation, application and interaction of language. It is worth noting that the task should have complete meaning 

and be able to act independently as a communicative activity. Skehan (1998) [4] summarized the characteristics of 

the “task”: the task is based on meaning; the problems in the task need to be solved through language 

communication; there is some connection between tasks and activities in the real world; the task should be 

completed first; evaluate the task according to the teaching results.  

3. Characteristics of Portuguese Grammar Teaching in Chinese Universities  
Grammar teaching has been neglected by some second language teaching researchers. Portuguese majors in 

colleges and universities in China generally offer basic grammar courses in sophomores or juniors. By sorting out 

the grammar knowledge they have learned, they can digest the relevant contents of basic Portuguese courses, and 

also pave the way for learning translation, interpretation and other courses in the future.  

Generally, students have mastered most of the basic grammar before the Portuguese grammar class. The grammar 

course can help students systematically sort out the grammar knowledge they have learned and carry out targeted 

written exercises, which helps to consolidate the grammar foundation and improve the Portuguese level. However, 

China's colleges and universities generally have problems in teaching methods, teaching content, practical 

application and other aspects, which lead to a significant reduction in learning efficiency.  

3.1. Single teaching method  

Although the teaching of Portuguese is deeply influenced by western teaching theories, many teachers have 

introduced communicative methods, task driven methods and other methods into the classroom, and the classroom 

atmosphere has become more active, the grammar classroom is still dominated by traditional teaching ideas, 

continuing the “top-down” teaching mode, that is, the old teacher is the main teaching method, and students 

passively accept knowledge, ignoring the applicability and situational nature of language knowledge.  

3.2. The teaching content is boring   

Grammar teaching is highly theoretical. If it is only scripted and lacks practical exercises such as teacher-student 

and student interaction, it will not only make students unable to digest the grammar points they have learned in 

time, but even make them feel tired after a class and have a resistance to grammar learning. Most Portuguese 

teachers put the theoretical explanation of grammar knowledge in the first place, ignoring the interaction and the 

cultivation of grammar application ability, resulting in boring teaching content and low interest of students.  



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 15 (3) 

 

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At the same time, grammar knowledge is trivial. Taking the “21st Century Portuguese Textbook” as an example, 

the same type of grammar knowledge is often distributed in different units, and students generally respond that 

the grammar content is not systematic, which is not conducive to memory.  

3.3. Emphasize theory and despise practice  

Grammar teaching runs through the whole process of learning, especially in the early stage of students' learning. 

The key to foreign language learning is to lay a solid foundation in grammar, and the problem is how to teach. 

The traditional grammar course focuses on presenting grammar rules directly to students. Through full 

explanation, students can master grammar knowledge as much as possible.  

Although teachers will arrange sentence pattern exercises in due time, such as translating sentences and replacing 

sentences of the same type, the sentences in these exercises are often independent and lack of context. Learners 

cannot express their personal ideas through practice, but only mechanically practice grammar rules through 

repeated practice, ignoring the important role of practice, which cannot help students to really apply what they 

have learned to the actual situation, that is, they cannot use language to express meaning.  

4. Application of Task-Based Teaching Method in Portuguese Grammar Teaching  
In recent years, the academic research on Portuguese teaching methods has shown an upward trend. Fan Wenting 

and Han Ying (2017) [5] discussed the methods applicable to Portuguese teaching in China. They believed that the 

teaching mode needed to comprehensively consider the teaching objectives, teaching contents, teaching objects, 

teaching materials and training programs. In addition, the traditional teaching method alone cannot meet the needs 

of the society. We should combine communicative teaching method, task-based teaching method, vocabulary 

teaching method and other methods in teaching. Shao Wanbi (2018) [6] took the Portuguese reading course as an 

example and mentioned that "the teacher centered classroom should be transformed into a student-centered 

classroom". Rui Mengqing (2020) [7] emphasizes the role of context in Portuguese grammar teaching and 

improves learners' ability to output grammar knowledge to different social scenes. Generally speaking, most 

Portuguese language teaching researchers believe that a good language output environment should be created for 

students and classroom interaction should be encouraged.  

This section will present the Portuguese virtual unfinished in the past as a case to show how the taskbased teaching 

method can be applied in the college Portuguese grammar classroom.  

4.1. Instructional objective  

Master the basic usage of the virtual unfinished tense in the past, while completing the relevant written exercises, 

minimize the time for deflection thinking, and skillfully apply it to practical practice and real life. Of course, this 

is the most basic requirement for language learning. Further, the goal should be to cultivate language sense and 

improve the overall level of Portuguese.  

4.2. Tasks design  

“Authenticity” and “information gap” are important preconditions for task design. The so-called “task” can occur 

in daily real language communication situations, and both parties provide unknown information to each other to 

avoid boring mechanical training.  

Virtual form is a special verb form. On the one hand, it means that the action or behavior transmitted by the 

speaker is not authentic or deterministic; on the other hand, although it has authenticity in some contexts, it 

expresses some subjective emotions of the speaker. Virtual learning has always been the key and difficult point 

of Portuguese grammar learning. The lack of virtual learning in Chinese grammar and the differences between 

Chinese and Portuguese ways of thinking have caused various difficulties for Chinese students in virtual learning. 

The traditional Portuguese grammar teaching generally follows the methods of “teachers speaking, students 

practicing” and “topic sea tactics”, lacks interactive exercises such as dialogue, and ignores the training of 

students' application ability. Task based teaching method can make up for these shortcomings to a certain extent.  

4.2.1. Background and tasks  

You and your family took a 5-day vacation to Algarve Province in southern Portugal. Your originally planned 

trip was perfect. However, after check-in, you found that the sanitary conditions of the hotel were very poor. The 

air conditioner could not operate normally due to years of disrepair, and you could not have a good rest every 

night. The scheduled schedule was completely disrupted, so you decided to complain to the hotel. You need to 

write to the person in charge of the hotel to inform them of your dissatisfaction, and the person in charge of the 

hotel wants to negotiate and settle with you.  



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The task is for student A (not limited to one person) and student B to act as the person in charge of the passenger 

and the hotel respectively, and negotiate freely on the above issues with the ultimate goal of reaching a settlement. 

Students are required to use virtual as much as possible when they have not completed the task in the past, the 

task object is the sophomores majoring in Portuguese.  

4.2.2. Form  

The task will be carried out in the form of letter writing and dialogue.  

Based on the above background, first of all, student A (not limited to one person) needs to write to the person in 

charge of the hotel (student B) to state his problems and dissatisfaction. After reading student A's complaint letter, 

student B decided to reply with a view to solving the problem through consultation. Then the two men conducted 

negotiations and consultations in the form of face-to-face communication.  

4.2.3. Process  

(1) Assigning tasks. In order to create a real and natural communication environment, teachers try to use 

Portuguese to assign tasks. If necessary, they can use gestures, movements and expressions to help ensure that 

every student knows how to complete the task. Then divide the students into groups (2-3 people).  

(2) Collecting relevant information. Firstly, this task is carried out around the topic of “Travel in Algarve”, 

so students should have a certain understanding of the Province of Algarve. For example, where is Algarve 

located? What tourist attractions are there? What are the specialties? At the same time, it is also necessary to 

accumulate relevant vocabulary to pave the way for actual practice. Then, students should be guided to inquire 

the writing mode and elements of complaint letters through reading, Internet and other ways, and cultivate 

students' autonomous learning ability.  

(3) Teacher explanation. The teacher can extract the key words and sentence patterns and write them on the 

blackboard or use a projector to show them to the students, explain to the students the matters needing attention 

in writing the complaint letter and the tips for completing the task, and encourage the students to ask questions.  

(4) Writing a letter. According to the task requirements, student A (not limited to one person) needs to write 

a complaint letter to student B. After reading the letter from student A, student B will write back.  

(5) Group activities. In this link, the teacher needs to patrol in the classroom, urge each student to practice, 

and answer questions for students in time. Of course, the teacher should also silently record all kinds of problems 

and errors in the practice of students, and summarize them at the end of the class.  

(6) Group presentation. According to the class time, groups can be selected to perform on the podium. The 

performance starts with “reading letters” from both sides. Encourage students to boldly read out what they have 

written, not afraid of making mistakes, not afraid of pronunciation, and show the most confident state. Then freely 

display according to the requirements of the task. This link has two main purposes. One is to check the students' 

practice results and task completion, and find out the advantages and disadvantages; The second is to let students 

practice in motion and learn knowledge while learning it; Third, say goodbye to “dumb language” and increase 

self-confidence in learning.  

(7) Evaluation and encouragement. After the presentation, the teacher summarizes the grammar points 

involved in the task (mainly the virtual unfinished past), and makes comments on each group one by one to explain 

the problems and difficulties encountered by students in the activity. At the same time, praise and reward the 

excellent team.  

4.3. Reflection and Prospect  

This link is crucial. It requires teachers to be able to observe students' individual differences, especially for 

students' errors in the process of language use. After the completion of the task, it is also necessary to evaluate it. 

By summing up the students' opinions, it is necessary to comprehensively summarize the design, implementation 

and results of the task, so as to provide the basis for better carrying out the follow-up task.  

5. Conclusion   
The task-based teaching method advocates letting students master the learning initiative and embodies the people-

oriented concept, which is a unique teaching method in Portuguese classroom.  

No matter how to use task-based teaching method, teachers should pay attention to students' own needs. First of 

all, learning interest is very important. To stimulate learners' interest in learning and give full play to students' 

subjective consciousness can not only promote the smooth development of teaching activities, but also maximize 

the teaching effect. Secondly, it is clear that the purpose of grammar teaching is to cultivate learners' ability to 



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flexibly use the knowledge they have learned, rather than simply following the book. Finally, according to the 

students' individual differences, we should reasonably select and design tasks, understand their essence, guide 

students to observe and think about grammar phenomena independently, and actively solve grammar problems.  

However, although the task-based teaching method has the outstanding effect that the traditional teaching method 

cannot bring, we cannot completely apply it to the university classroom in China. Teachers should deeply study 

the theory of task-based teaching, make appropriate improvements in teaching methods in combination with the 

actual situation in China, and always walk on the road of exploring the localization of Task-based Teaching in 

China. At the same time, it should be noted that choosing task-based teaching method does not mean abandoning 

other teaching methods. Teachers should innovate teaching methods according to the actual situation and 

constantly improve the Portuguese teaching system.  

References  

Yue Shouguo. Task-Based Language Teaching Method: summary, motivation and application [J]. Foreign 

Language Teaching and Research, 2002 (05): 364-367.   

Cai Lanzhen, The Application of Task-Based Approach in College English Writing [J]. Foreign Language 

Circles, 2001 (04): 41-46.  

Nunan, D. Design Tasks for the Communicative Classroom [M]. Cambridge: Cambridge University Press. 1989.  

Skehan P. A Cognitive Approach to Language Learning [M]. Oxford: Oxford University Press. 1998. [5] Fan 

Wenting, Han Ying. Discussion on Teaching Methods Suitable for Portuguese Teaching in China [J]. 

Journal of higher education, 2017 (20): 110-112.  

Rui Mengqing. Discussion on the Application of Context in Portuguese Grammar Teaching [J]. Science and 

Education Literature Collection (mid-term issue), 2020 (10): 184-186. 

doi:10.16871/j.cnki.kjwhb.2020.10.079.   

Shao Wanbi. Practice and Exploration of Teaching Mode Reform of Portuguese Reading Course [J]. Industry 

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