Questão FC700102
Leia o texto para responder à questão. One of the major foci of applied linguistics scholarship has been the foreign or second language classroom. A glance through the past century
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VUNESP · 2025
Leia o texto para responder à questão.
One of the major foci of applied linguistics scholarship has been the foreign or second language classroom. A glance through the past century or so of language teaching gives us an interesting picture of varied interpretations of the best way to teach a foreign language. As schools of thought have come and gone, so have language teaching trends waxed and waned in popularity.
Albert Marckwardt (1972) saw these “changing winds and shifting sands” as a cyclical pattern where a new paradigm of teaching methodology emerged about every quarter of a century, with each new method breaking from the old but at the same time taking with it some of the positive aspects of the previous paradigm. One of the best examples of the cyclical nature of methods is seen in the revolutionary Audiolingual Method (ALM) of the late 1940s and 1950s. The ALM borrowed principles and beliefs from its predecessor by almost half a century, the Direct Method, while breaking away entirely from the Grammar-Translation paradigm. Within a short time, however, ALM critics were advocating more attention to rules of language which, to some, smacked a return to Grammar Translation.
(BROWN, H.Douglas. Principles of language learning and teaching. 5th ed. Longman, 2000. Adaptado)
From Brown’s excerpt it is possible to state that the Audiolingual Method
- illustrates an old method which occasionally returns to the central stage.
- is the school of thought which best influenced language teaching in the XX century.
- borrowed the focus on language norms from the Grammar-translation method.
- is outdated and not present in language teaching any longer.
- shared language teaching conceptions with the Direct Method.
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Audiolingual Method e Direct Method compartilham concepções porque, conforme Brown, o ALM "borrowed principles and beliefs" do Direct Method. Isso significa que o ALM não nasceu do zero; incorporou elementos essenciais da corrente que lhe antecedeu.
Entre as concepções partilhadas destacam‑se o foco no oral, o uso da língua‑alvo em sala sem tradução e a valorização da prática repetitiva e da exposição contínua a padrões linguísticos. Esses pontos mostram continuidade metodológica, mesmo quando o ALM introduziu técnicas próprias.
Portanto, a alternativa está correta porque o texto explicita essa continuidade: o ALM retomou e adaptou crenças do Direct Method, incorporando-as ao seu quadro teórico e prático.
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