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Questão FC699938

Different times, different methods Current teaching practice is the direct result of the acquisition-versus-learning debate. Also, both abstract theory and practical techniques hav

Questões Interdisciplinares de Inglês

VUNESP · 2025

Different times, different methods

 

Current teaching practice is the direct result of the acquisition-versus-learning debate. Also, both abstract theory and practical techniques have been discussed, have gone in and out of fashion, and have influenced what was and is included in classrooms and teaching materials.

 

In the 1990s, for example, there was considerable discussion about the Lexical Approach. In the 1970s, methods such as the Silent Way were advocated, and although they may not be used much any more – certainly not as they were originally envisaged – still some of the techniques they included have been incorporated into modern teaching practice.

 

Amongst the plethora of ideas and techniques which have been offered over the years, some trends have had, and continue to have a significant impact on how languages are taught today.

(HARMER, J. 1998. Adaptado.)

 

The expression “designer methods” was coined by David Nunan in 1989, and referred to a group of language teaching methods that were created in the 1970s. Among them is the Silent Way. The alternative that names two of these methods is:

  1. total physical response – community language learning.
  2. lexical – suggestopedia.
  3. grammar translation – audiolingual.
  4. suggestopedia – direct.
  5. community language learning – grammar translation.
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Total Physical Response (TPR) (James Asher) privilegia a compreensão e a associação entre linguagem e ação. O professor dá comandos em L2 e os alunos respondem fisicamente, o que reduz a ansiedade e facilita a automatização de estruturas iniciais sem foco explícito em regras gramaticais.


Community Language Learning (CLL) (Charles Curran) baseia‑se na relação afetiva e no apoio grupal. O professor atua como facilitador e, por vezes, tradutor/counselor; os alunos produzem linguagem em interações colaborativas, transformando enunciados espontâneos em formas mais elaboradas.


Ambos surgiram no final dos anos 1960 e na década de 1970 e exemplificam os chamados designer methods, isto é, métodos projetados por autores com princípios pedagógicos definidos que propuseram alternativas às abordagens tradicionais.

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