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Parte III. O USO DA LÍNGUA PORTUGUESA Mochizuki e Ortega (2008) Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization Mehrang e Rahimpour (2010) The impact of structure and planning conditions on oral performance of EFL learners Levkina e Gilabert (2012) The effects of task complexity on L2 oral production Sasayama e Izumi (2012) Effects of task complexity and pre-task planning on Japanese EFL learners’ oral production Wang (2014) On-line time pressure manipulations: L2 speaking performance under five types of planning and repetition conditions Santos (2018) Effects of task complexity on the oral production of Chinese learners of Portuguese as a foreign language Santos (2020) Promover o multilinguismo: uma abordagem por tarefas – desempenho oral e o papel da proficiência Quadro 1: Estudos primários 3. SÍNTESE DOS DADOS 3.1. PARTICIPANTES % 4 B , 2 / - I . 0 , , 0 * . 0 ? % o AR B B NT?LbB , , , . ./ B , ./ .0 AA?Ub * . . ? ( - 0 ./ B 4 R?Pb , - . 0 M * . - . 0 G , 6 . * , 6 , ./ ? 1 . 0 /0 . , - B PU?Ub * . o A@ - , /0 . B - * ; . 4 ? % , : B /0 . , - - * ; M * . 5 B @ @ /0 . , - - A B . 0 : 0 B , - , 0 2 /0 EA 5 B @AU ? Estudo Participantes Skehan e Foster (1997) 40 aprendentes de inglês com diferentes L1. Proficiência: nível pré-intermédio. 207