Questão FC699941
Communicative Language Teaching (CLT) was a 1970s reaction to much that had gone before, and has guiding principles: first, language is not just patterns of grammar with vocabulary
Questões Interdisciplinares de Inglês
VUNESP · 2025
Communicative Language Teaching (CLT) was a 1970s reaction to much that had gone before, and has guiding principles: first, language is not just patterns of grammar with vocabulary items slotted in; it also involves language functions such as inviting, agreeing and disagreeing, suggesting, etc., which students should learn how to perform using a variety of language exponents (e.g. we can invite by saying “Would you like to come to the cinema?’, ‘D’you fancy coming to the cinema?’, ‘What about coming to the cinema?’, ‘How about a film?’, ‘Are you on for a film?, etc). Students also need to be aware of the need for appropriacy when talking and writing to people in terms of the kind of language they use (formal, informal, tentative, technical, etc). CLT is not just about the language; it is actually about how it is used.
The second principle of Communicative Language Teaching is that if students get enough exposure to language, and opportunities for language use, and if they are motivated, then language learning will take care of itself. Thus, CLT has a lot in common with the acquisition view of language absorption. As a result, the focus of much CLT has been on students communicating real messages, and not just grammatically controlled language. The deployment of many communicative activities, where students use all and any language they know to communicate, shows this aspect of CLT at work.
(Harmer, J. 1998. Adaptado)
A possible explanation for “language exponents”, as used in the context of second language teaching and learning, is
- the examples that teachers use to improve different choices of words and statements by students.
- contextualization by the teacher of what students intend to convey during attempts at communication.
- the real-world messages the students use in class to communicate with each other.
- words, statements or utterances that are based on the situation or topic, used to convey a function.
- the comprehension of the purpose of what is being said by the participants in any attempt at communication.
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Comentário do professor
Language exponents são as formas linguísticas concretas — palavras, frases ou enunciados — que os falantes usam numa determinada situação para realizar uma função comunicativa.
Na perspectiva do CLT, o foco não é só a gramática isolada, mas o como dizer algo para convidar, pedir informação, recusar, concordar, etc. Essas fórmulas variam conforme o contexto e o grau de formalidade.
Exemplos do texto, como “Would you like to come to the cinema?” ou “What about coming to the cinema?”, ilustram exponents para a função invite. Assim, exponents são recursos linguísticos apropriados ao tópico e à situação que permitem transmitir uma intenção comunicativa.
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