Linguistic development in literary tasks of learning Spanish as foreign language

Abstract

This article analyses a task-based literary teaching process. Its objective is to observe the influence of this process on the linguistic development of those learning Spanish as a foreign language. The investigation was undertaken with 14 Spanish Language degree students in Brazil. In order to be a predominantly qualitative study, various data collection instruments were used: questionnaires, interviews, class notes, written and oral records. The results obtained reveal that the communicative literary tasks, favoured: 1. Development of fluency and correction; 2. Improvement of metalinguistic competency; 3. Integration of the focus on the meaning and on the forms of the language. The conclusion of the study reaffirms the necessity to continue investigating the possibilities of integrating the focus on form and on meaning through communicative tasks.