Questão FC700034
Read the text and answer question from. Disappointment with both grammar-translation and audiolingual methods for their inability to prepare learners for the interpretation, expres
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VUNESP · 2025
Read the text and answer question from.
Disappointment with both grammar-translation and audiolingual methods for their inability to prepare learners for the interpretation, expression, and negotiation of meaning, along with enthusiasm for an array of alternative methods increasingly labeled communicative, has resulted in no small amount of uncertainty as to what are and are not essential features of CLT. Thus, this summary description would be incomplete without brief mention of what CLT is not.
CLT is not exclusively concerned with face-to-face oral communication. The principles of CLT apply equally to reading and writing activities that involve readers and writers engaged in the interpretation, expression, and negotiation of meaning; the goals of CLT depend on learner needs in a given context. CLT does not require small-group or pair work; group tasks have been found helpful in many contexts as a way of providing increased opportunity and motivation for communication. However, classroom group or pair work should not be considered an essential feature and may well be inappropriate in some contexts. Finally, CLT does not exclude a focus on metalinguistic awareness or knowledge of rules of syntax, discourse, and social appropriateness.
The essence of CLT is the engagement of learners in communication in order to allow them to develop their communicative competence. Terms sometimes used to refer to features of CLT include process oriented, task-based, and inductive, or discovery oriented. Inasmuch as strict adherence to a given text is not likely to be true to its processes and goals, CLT cannot be found in any one textbook or set of curricular materials. In keeping with the notion of context of situation, CLT is properly seen as an approach or theory of intercultural communicative competence to be used in developing materials and methods appropriate to a given context of learning. And contexts change.
(Celce-Murcia, M. 2001. Adaptado)
Having in mind the characteristics of CLT, an appropriate classroom activity might be:
- The beginner students are divided into two groups and the teacher offers them an array of commands, which they are required to physically carry out.
- The teacher presents the rules of a particular grammar item, illustrates its use in a text, and asks students to write sentences containing it and translate them into the mother tongue.
- The teacher asks students to get together and prepare to produce a document in which they share their opinions on the school cafeteria, politely agree and disagree, and give reasons for those opinions.
- The teacher performs “concert reading”, accompanied by a piece of classical music, while learners are free to focus on the music, the text or a combination of the two.
- The students are divided into small groups and given sentences, which they are supposed to produce with the changes prompted by the teacher.
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A alternativa descreve uma atividade que representa bem os princípios da CLT: os alunos são envolvidos em uma tarefa comunicativa com propósito real, ao preparar um documento para expressar opiniões sobre a cantina escolar.
Ao pedir que discutam, argumentem e apresentem motivos, a atividade exige negociação de significado e uso funcional da língua, fundamentais para desenvolver a competência comunicativa. Incluir concordância e discordância polida explora marcas de pragmática e adequação social.
Trata-se de uma tarefa processual e orientada por objetivo: promove interação, produção textual e reflexão linguística ao mesmo tempo, sem depender exclusivamente de exercícios gramaticais isolados.
Portanto, a proposta é adequada porque gera prática autêntica, contextualizada e significativa, favorecendo tanto fluência quanto precisão.
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