Questão FC699532
Leia o texto para responder à questão. Compensatory Strategies A common set of communication devices involves compensation for missing knowledge. These are called “compensatory str
Interpretação de Textos (Understanding)
VUNESP · 2025
Leia o texto para responder à questão.
Compensatory Strategies
A common set of communication devices involves compensation for missing knowledge. These are called “compensatory strategies”. We will elaborate here on three of them.
Typical of beginning-level learners, for example, is the memorization of certain phrases or sentences without internalized knowledge of their components. These memorized chunks of language, known as prefabricated patterns, include “on the way to”, “Nice to meet you”, “I don’t speak English.” Prefabricated patterns are sometimes the source of some fun. In my first days of Kikongo learning in Africa, I tried to say, in Kikongo, “I don’t know Kikongo” to those who attempted to converse with me; I later discovered that, instead of saying “Kizeyi Kikongo ko”, I had said “Kizoiele Kikongo ko” (I don’t like Kikongo).
Code-switching is the use of a first or third language within a stream of speech in the second language. Learners in the early stages of acquisition might code-switch—use their native language to fill in missing knowledge—whether the hearer knows that native language or not. Sometimes the learner slips in just a word or two, in the hope that the hearer will get the gist of what is being communicated.
Yet another common compensatory strategy is a direct appeal for help, often termed appeal to authority. Learners may, if stuck for a particular word or phrase, directly ask a proficient speaker or the teacher for the form (“How do you say ?”). Or they might venture a possible guess and then ask for verification from the proficient speaker. They might also appeal to a bilingual dictionary for help. The latter case can also produce some rather amusing situations. Once a student of English as a second language, when asked to introduce himself to the class and the teacher, said, “Allow me to introduce myself and tell you some of the ...” At this point he quickly got out his pocket dictionary and, finding the word he wanted, continued, “some of the headlights of my past.”
(H. Douglas Brown. Disponível em: Principles of language learning and teaching, 2006. Adaptado)
Teachers who understand Brown’s exposition in the second paragraph will tend to
- incorporate chunks of language into their lessons, just as they include isolated lexical items.
- opt for individual lexical item as the basic unit in the teaching of English.
- avoid presenting lexical items separately from the exact sentences they are in.
- discourage the learning of individual words; knowing language chunks is more productive.
- add rote memorization activities of prefabricated expressions to their lesson plans.
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Comentário do professor
O segundo parágrafo descreve o uso de prefabricated patterns, isto é, frases memorizadas que aprendizes iniciantes usam sem analisar cada elemento. Reconhecer esse fenômeno leva o professor a valorizar tanto o ensino de palavras isoladas quanto o ensino de blocos fraseológicos.
Assim, a alternativa correta indica que o docente deve incorporar chunks às suas aulas como recursos de aprendizagem e de comunicação. Esses blocos favorecem a fluência inicial, oferecem modelos práticos e reduzem a carga cognitiva do aluno ao falar.
Na prática isso significa apresentar expressões em contexto, explorar variantes e preencher lacunas, trabalhar a pronúncia e promover uso funcional em tarefas comunicativas. O objetivo é integrar formas fixa e flexíveis ao repertório do aluno, não substituí‑las.
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