Questão FC700103
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
Sem classificação
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)
In the second half of the XX century, it was the Communicative Approach which would break from the principles of their antecessors, the Audiolingual Method and the Grammar-Translation paradigm. It is correct to say that, in Communicative Language Teaching,
- preference should be given to materials and tasks that reflect real-life situations.
- full priority must be given to the development of the oral skills - listening and speaking.
- language rules and forms are of secondary importance and need not be formally taught.
- learning activities are to be carefully prepared so as to prevent the occurrence of errors.
- no native language is to be employed during classes and activities.
Mostrar resposta e comentário
Gabarito
A
Comentário do professor
A alternativa aponta o cerne da Comunicação no ensino de línguas: a prioridade é dar aos alunos materiais e tarefas que reproduzam situações reais de uso da língua. Isso favorece o desenvolvimento da competência comunicativa, que inclui funções, normas sociais e estratégias discursivas, não apenas conhecimento gramatical.
Atividades como simulações, role-plays, resolução de problemas, e o uso de textos autênticos (reportagens, menus, formulários) expõem o aprendiz a propósitos comunicativos genuínos. Tais tarefas priorizam significado e interação, promovendo fluência, negociação de sentido e transferência para contextos fora da sala de aula.
O professor atua como mediador, oferecendo scaffolding e feedback enquanto os alunos realizam tarefas contextualizadas. Assim, o foco deixa de ser a repetição de estruturas isoladas e passa a ser o uso funcional da língua em situações reais, correspondendo ao princípio central do ensino comunicativo.
Conteúdo do catálogo FC Concursos · Atualizado em