Questão FC700087
Leia o texto para responder à questão. In the literature on language learning, one particular process has commonly been singled out for explication: transfer. The term describes th
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VUNESP · 2025
Leia o texto para responder à questão.
In the literature on language learning, one particular process has commonly been singled out for explication: transfer. The term describes the carryover of previous performance or knowledge to subsequent learning. Positive transfer occurs when the prior knowledge benefits the learning task; negative transfer, or interference, occurs when previous performance disrupts the performance of a second task.
It has been common in second language teaching to stress the role of interference. This is of course not surprising, as native language interference is surely the most immediately noticeable source of error among second language learners. The saliency of interference is strong. For example, a French native speaker might say in English, “I am in New York since January,” a perfectly logical transfer of the French sentence “Je suis a New York depuis Janvier.” Because of the negative transfer of the French verb form to English, the French system has, in this case, interfered with the person’s production of a correct English form.
It is exceedingly important to remember, however, that the native language of a second language learner is often positively transferred, in which case the learner benefits from the facilitating effects of the first language. In the above sentence, for example, the correct one-to-one word order correspondence, the personal pronoun, and the preposition have been positively transferred from French to English. We often mistakenly overlook the facilitating effects of the native language in our appetite for analyzing errors in the second language and for overstressing the interfering effects of the first language.
(Douglas Brown. Principles of language learning and teaching, 2000. Adaptado)
Elementary English teachers in Brazil who adequately understand the author’s claim in the text will
- design lesson plans very carefully so as to prevent interference mistakes by students from happening.
- ignore errors deriving from negative transfer, as most transfer is positive and therefore, helps learning.
- bring translation to the central stage in their classes for the opportunity it represents of contrast between languages.
- value the instances of positive transfer rather than just focus on the errors produced due to language interference.
- document errors due to interference and later use them to prepare lesson plans based on contrastive analysis.
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Comentário do professor
A alternativa indica que o professor deve valorizar a transferência positiva da língua materna em vez de centrar-se apenas nos erros decorrentes da interferência. O texto mostra que elementos do português podem facilitar a aprendizagem do inglês, mesmo quando outras estruturas causam erros.
Reconhecer essas facilidades significa identificar correspondências corretas, como ordem de palavras ou uso de pronomes, e torná‑las recursos para o ensino. Isso aumenta a confiança do aluno e acelera a internalização de estruturas alvo.
Na prática, o docente deve reforçar padrões transferidos positivamente, planejar atividades que exploram semelhanças e corrigir interferências pontualmente. Assim, a língua materna passa a ser vista como aliada no processo de ensino‑aprendizagem.
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