Questão FC699934
Leia o texto a seguir para responder à questão. Inside the classroom, some learners seem to take advantage of what is going on more than others. Aware of this, teachers will freque
Questões Interdisciplinares de Inglês
VUNESP · 2025
Leia o texto a seguir para responder à questão.
Inside the classroom, some learners seem to take advantage of what is going on more than others. Aware of this, teachers will frequently say that successful students possess some or all of the following characteristics.
1. A willingness to listen: good learners listen to what is going on – not just in the sense of paying attention, but also in terms of really listening to the English that is being used, soaking it up with eagerness and intelligence.
2. A willingness to try new things: many good learners are not afraid to ‘have a go’. They are prepared to try things out and see how it works. Of course, not all successful language learners are extroverts, but the urge to use the language (loudly or quietly) is an important one.
3. A willingness to think about how to learn: good learners bring or invent their own study skills when they come to a lesson. They think about the best way to memorize vocabulary, the best way to read a text (slowly, translating every word? Or quickly, trying to get a general understanding?), the best method of drafting and re-drafting a piece of writing.
4. A willingness to ask questions: although some teachers can become irritated by students who are constantly asking difficult (and sometimes irrelevant) questions, the urge to find out why is part of a successful learner’s equipment.
5. A willingness to accept correction: good learners are prepared to accept corrections if it helps them. They are keen to get feedback from the teacher and act upon what they are told. But this only works where teachers are able to offer constructive criticism. It involves teachers in judging their students’ responses to correction so that they can act accordingly.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Subitem “5. A willingness to accept correction” focuses on students’ errors and the role of teachers’ corrections. Communicative language teaching states that errors
- play a crucial role in helping students focus on what they have not yet mastered.
- are to be overlooked, so as not to inhibit learners from experimenting with the language.
- will be kept to a minimum if the learning tasks are carefully and adequately designed.
- must be immediately pointed out and corrected if interfering with fluency of communication.
- should not be repressed but regarded as a constituent of the process of trying to create meaning.
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Gabarito
Errado
Comentário do professor
Erros não devem ser reprimidos; são parte natural do processo de criação de significado. Na perspectiva do Communicative Language Teaching, aprender é testar hipóteses sobre a língua e, ao errar, o aluno revela sua interlíngua e avança na construção do sistema linguístico.
Por isso, a intervenção do professor deve ser orientada para o feedback construtivo, que ajude o aprendiz a perceber e corrigir falhas sem interromper a tentativa de comunicar-se.
A aceitação de correção pelo aluno é valiosa porque torna o feedback aproveitável: o aluno reflete sobre o uso, ajusta estratégias e internaliza formas mais eficazes de expressão.
Em síntese, erros funcionam como dados diagnósticos e como oportunidades de aprendizagem dentro de atividades comunicativas, não como obstáculos a serem eliminados a todo custo.
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