Questão FC700057
Practice is by no means a dirty word in other domains of human endeavor, however. Parents dutifully take their kids to soccer practice, and professional athletes dutifully show up
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VUNESP · 2025
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Practice often receives an unfair treatment in the field of applied linguistics. Most laypeople simply assume that practice is a necessary condition for language learning without giving the concept much further thought, but many applied linguists deliberately avoid the term practice. For some, the word conjures up images of repetitive drills in the factories of foreign language learning, while for others it means fun and games to entertain students on Friday afternoons.
Practice is by no means a dirty word in other domains of human endeavor, however. Parents dutifully take their kids to soccer practice, and professional athletes dutifully show up for team practice, sometimes even with recent injuries. Parents make their kids practice their piano skills at home, and the world’s most famous performers of classical music often practice for many hours a day, even if it makes their fingers hurt. If even idolized, spoiled, and highly paid celebrities are willing to put up with practice, why not language learners, teachers, or researchers?
(DEKEYSER, Robert. Practice in a second language. Perspectives from Applied
Linguistics and Cognitive Psychology. Cambridge, 2007. Adaptado)
In communicative language teaching (CLT), practice
- is limited to those class moments in which grammar and vocabulary must be correctly learned.
- has not been a welcomed word, as CLT focuses on free manifestations of language by learners.
- includes interactive activities that help students become communicatively competent.
- is to be restricted to the development of oral skills such as pronunciation and intonation.
- has been replaced by the idea of ‘process’, which will result in learning to communicate in L2.
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A alternativa correta aponta que, em communicative language teaching, a prática envolve atividades interativas cujo objetivo é desenvolver a competência comunicativa. Ou seja, os aprendizes usam a língua para transmitir significado em situações reais ou simuladas, não apenas repetir formas isoladas.
Essas atividades incluem tarefas comunicativas, role-plays, info-gap e projetos que exigem troca de informação, negociação de sentido e formulação de intenções. Durante a prática, o foco principal está no uso efetivo da língua para alcançar objetivos comunicativos, com atenção à precisão quando necessário.
Em termos pedagógicos, o professor organiza e media interações, oferece feedback e scaffolding para que os alunos ampliem fluência, repertório linguístico e estratégias de comunicação, consolidando assim a competência comunicativa.
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