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Comentadas sobre ensino da língua estrangeira inglesa em inglês
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Sobre qual abordagem metodológica do ensino de língua inglesa, no Brasil, o texto, acima, se refere?
Sobre qual abordagem metodológica do ensino de língua inglesa, no Brasil, o texto, acima, se refere?
English teaching methods and approaches
Throughout the history of teaching languages a number of different teaching approaches and methodologies have been tried and tested with some being more popular and effective than others. It’s beneficial to be familiar with a few of these.
1 – The Direct Method
The direct method of teaching English is also known as the Natural Method. It’s used to teach a number of different languages not just English, and the main idea of the Direct Method is that it only uses the target language that the students are trying to learn. Its main focus is oral skill and it is taught via repetitive drilling. Grammar is taught using an inductive way and students need to try and guess the rules through the teacher’s oral presentation.
2 – The Grammar Translation Method
This is the traditional or ‘classical’ way of learning a language and it’s still commonly used. Some countries prefer this style of teaching and the main idea behind this method is that the students learn all grammar rules, so they’re able to translate a number of sentences.
3 – The Audio Lingual Method
The Audio Lingual Method otherwise known as the New Key Method or Army Method is based on a behaviourist theory that things are able to be learned by constant reinforcement. This is related to the Direct Method and just like its predecessor it only uses the target language. The biggest difference between the Audio Lingual Method and the Direct Method is its focus of teaching. The Direct Methods focuses on the teaching of vocabulary whereas the Audio Lingual Method focuses on specific grammar teachings.
4 – The Structural Approach As the name suggests, the method is all about structure. The idea is that any language is made up of complex grammar rules. These rules, according to this approach need to be learnt in a specific order, for example the logical thing would be to teach the verb “to be” prior to teaching the present continuous which requires using the auxiliary form of the verb “to be”.
5 – Suggestopedia
This is a behaviourist theory and related to pseudoscience. This theory is intended to offer learners various choices. It relies a lot on the atmosphere and the physical surroundings of the class. It’s essential that all learners feel equally comfortable and confident. When teachers are training to use the Suggestopedia method, there’s a lot of art and music involved. Each Suggestopedia lesson is divided into three different phases – 1. Deciphering 2. Concert Session 3. Elaboration.
6 – Total Physical Response
Total Physical Response, otherwise known as TPR is an approach that follows the idea of ‘learning by doing’. Beginners will learn English through a series of repetitive actions such as “Stand up”, “Open your book”, “Close the door”, and “Walk to the window and open it.” With TPR, the most important skill is aural comprehension and everything else will follow naturally later.
7 – Communicative Language Teaching CLT
The idea behind this approach is to help learners communicate more effectively and correctly in realistic situations that they may find themselves in. This type of teaching involves focusing on important functions like suggesting, thanking, inviting, complaining, and asking for directions to name but a few.
8 – The Silent Way
The main of this way of teaching is for the teacher to say very little, so students can take control of their learning. There’s a big emphasis on pronunciation and a large chunk of the lesson focuses on it. This method of learning English follows a structural syllabus and grammar, vocabulary and pronunciation are constantly drilled and recycled for reinforcement. The teacher evaluates their students through careful observation, and it’s even possible that they may never set a formal test as learners are encouraged to correct their own language errors.
9 – Community Language Learning
This is probably one of the English teaching methods where the student feels the safest as there’s a great emphasis on the relationship and bond between the student and teacher. Unlike a lot of the other methods and approaches of teaching English as a Second Language, a lot of the L1 (mother tongue) is used for translation purposes.
10 – Task Based Language Learning
The main aim of this approach to learning is task completion. Usually, relevant and interesting tasks are set by the teacher and students are expected to draw on their pre-existing knowledge of English to complete the task with as few errors as possible.
11 – The Lexical Approach
The Lexical syllabus or approach is based on computer studies that have previously identified the most commonly used words. This approach in teaching focuses on vocabulary acquisition and teaching lexical chunks in order of their frequency and use. Teachers of the Lexical Approach place a great emphasis on authentic materials.
(Available: http://www.huntesl.com. Adapted.)
English teaching methods and approaches
Throughout the history of teaching languages a number of different teaching approaches and methodologies have been tried and tested with some being more popular and effective than others. It’s beneficial to be familiar with a few of these.
1 – The Direct Method
The direct method of teaching English is also known as the Natural Method. It’s used to teach a number of different languages not just English, and the main idea of the Direct Method is that it only uses the target language that the students are trying to learn. Its main focus is oral skill and it is taught via repetitive drilling. Grammar is taught using an inductive way and students need to try and guess the rules through the teacher’s oral presentation.
2 – The Grammar Translation Method
This is the traditional or ‘classical’ way of learning a language and it’s still commonly used. Some countries prefer this style of teaching and the main idea behind this method is that the students learn all grammar rules, so they’re able to translate a number of sentences.
3 – The Audio Lingual Method
The Audio Lingual Method otherwise known as the New Key Method or Army Method is based on a behaviourist theory that things are able to be learned by constant reinforcement. This is related to the Direct Method and just like its predecessor it only uses the target language. The biggest difference between the Audio Lingual Method and the Direct Method is its focus of teaching. The Direct Methods focuses on the teaching of vocabulary whereas the Audio Lingual Method focuses on specific grammar teachings.
4 – The Structural Approach As the name suggests, the method is all about structure. The idea is that any language is made up of complex grammar rules. These rules, according to this approach need to be learnt in a specific order, for example the logical thing would be to teach the verb “to be” prior to teaching the present continuous which requires using the auxiliary form of the verb “to be”.
5 – Suggestopedia
This is a behaviourist theory and related to pseudoscience. This theory is intended to offer learners various choices. It relies a lot on the atmosphere and the physical surroundings of the class. It’s essential that all learners feel equally comfortable and confident. When teachers are training to use the Suggestopedia method, there’s a lot of art and music involved. Each Suggestopedia lesson is divided into three different phases – 1. Deciphering 2. Concert Session 3. Elaboration.
6 – Total Physical Response
Total Physical Response, otherwise known as TPR is an approach that follows the idea of ‘learning by doing’. Beginners will learn English through a series of repetitive actions such as “Stand up”, “Open your book”, “Close the door”, and “Walk to the window and open it.” With TPR, the most important skill is aural comprehension and everything else will follow naturally later.
7 – Communicative Language Teaching CLT
The idea behind this approach is to help learners communicate more effectively and correctly in realistic situations that they may find themselves in. This type of teaching involves focusing on important functions like suggesting, thanking, inviting, complaining, and asking for directions to name but a few.
8 – The Silent Way
The main of this way of teaching is for the teacher to say very little, so students can take control of their learning. There’s a big emphasis on pronunciation and a large chunk of the lesson focuses on it. This method of learning English follows a structural syllabus and grammar, vocabulary and pronunciation are constantly drilled and recycled for reinforcement. The teacher evaluates their students through careful observation, and it’s even possible that they may never set a formal test as learners are encouraged to correct their own language errors.
9 – Community Language Learning
This is probably one of the English teaching methods where the student feels the safest as there’s a great emphasis on the relationship and bond between the student and teacher. Unlike a lot of the other methods and approaches of teaching English as a Second Language, a lot of the L1 (mother tongue) is used for translation purposes.
10 – Task Based Language Learning
The main aim of this approach to learning is task completion. Usually, relevant and interesting tasks are set by the teacher and students are expected to draw on their pre-existing knowledge of English to complete the task with as few errors as possible.
11 – The Lexical Approach
The Lexical syllabus or approach is based on computer studies that have previously identified the most commonly used words. This approach in teaching focuses on vocabulary acquisition and teaching lexical chunks in order of their frequency and use. Teachers of the Lexical Approach place a great emphasis on authentic materials.
(Available: http://www.huntesl.com. Adapted.)
Read the text to answer.
English teaching methods and approaches
Throughout the history of teaching languages a number of different teaching approaches and methodologies have been tried and tested with some being more popular and effective than others. It’s beneficial to be familiar with a few of these.
1 – The Direct Method
The direct method of teaching English is also known as the Natural Method. It’s used to teach a number of different languages not just English, and the main idea of the Direct Method is that it only uses the target language that the students are trying to learn. Its main focus is oral skill and it is taught via repetitive drilling. Grammar is taught using an inductive way and students need to try and guess the rules through the teacher’s oral presentation.
2 – The Grammar Translation Method
This is the traditional or ‘classical’ way of learning a language and it’s still commonly used. Some countries prefer this style of teaching and the main idea behind this method is that the students learn all grammar rules, so they’re able to translate a number of sentences.
3 – The Audio Lingual Method
The Audio Lingual Method otherwise known as the New Key Method or Army Method is based on a behaviourist theory that things are able to be learned by constant reinforcement. This is related to the Direct Method and just like its predecessor it only uses the target language. The biggest difference between the Audio Lingual Method and the Direct Method is its focus of teaching. The Direct Methods focuses on the teaching of vocabulary whereas the Audio Lingual Method focuses on specific grammar teachings.
4 – The Structural Approach
As the name suggests, the method is all about structure. The idea is that any language is made up of complex grammar rules. These rules, according to this approach need to be learnt in a specific order, for example the logical thing would be to teach the verb “to be” prior to teaching the present continuous which requires using the auxiliary form of the verb “to be”.
5 – Suggestopedia
This is a behaviourist theory and related to pseudoscience. This
theory is intended to offer learners various choices. It relies a lot
on the atmosphere and the physical surroundings of the class.
It’s essential that all learners feel equally comfortable and
confident. When teachers are training to use the Suggestopedia
method, there’s a lot of art and music involved. Each Suggestopedia lesson is divided into three different phases – 1. Deciphering 2. Concert Session 3. Elaboration.
6 – Total Physical Response
Total Physical Response, otherwise known as TPR is an approach that follows the idea of ‘learning by doing’. Beginners will learn English through a series of repetitive actions such as “Stand up”, “Open your book”, “Close the door”, and “Walk to the window and open it.” With TPR, the most important skill is aural comprehension and everything else will follow naturally later.
7 – Communicative Language Teaching CLT
The idea behind this approach is to help learners communicate more effectively and correctly in realistic situations that they may find themselves in. This type of teaching involves focusing on important functions like suggesting, thanking, inviting, complaining, and asking for directions to name but a few.
8 – The Silent Way
The main of this way of teaching is for the teacher to say very little, so students can take control of their learning. There’s a big emphasis on pronunciation and a large chunk of the lesson focuses on it. This method of learning English follows a structural syllabus and grammar, vocabulary and pronunciation are constantly drilled and recycled for reinforcement. The teacher evaluates their students through careful observation, and it’s even possible that they may never set a formal test as learners are encouraged to correct their own language errors.
9 – Community Language Learning
This is probably one of the English teaching methods where the student feels the safest as there’s a great emphasis on the relationship and bond between the student and teacher. Unlike a lot of the other methods and approaches of teaching English as a Second Language, a lot of the L1 (mother tongue) is used for translation purposes.
10 – Task Based Language Learning
The main aim of this approach to learning is task completion. Usually, relevant and interesting tasks are set by the teacher and students are expected to draw on their pre-existing knowledge of English to complete the task with as few errors as possible.
11 – The Lexical Approach
The Lexical syllabus or approach is based on computer studies that have previously identified the most commonly used words. This approach in teaching focuses on vocabulary acquisition and teaching lexical chunks in order of their frequency and use. Teachers of the Lexical Approach place a great emphasis on authentic materials.
(Available: http://www.huntesl.com. Adapted.)
Read the text to answer.
English teaching methods and approaches
Throughout the history of teaching languages a number of different teaching approaches and methodologies have been tried and tested with some being more popular and effective than others. It’s beneficial to be familiar with a few of these.
1 – The Direct Method
The direct method of teaching English is also known as the Natural Method. It’s used to teach a number of different languages not just English, and the main idea of the Direct Method is that it only uses the target language that the students are trying to learn. Its main focus is oral skill and it is taught via repetitive drilling. Grammar is taught using an inductive way and students need to try and guess the rules through the teacher’s oral presentation.
2 – The Grammar Translation Method
This is the traditional or ‘classical’ way of learning a language and it’s still commonly used. Some countries prefer this style of teaching and the main idea behind this method is that the students learn all grammar rules, so they’re able to translate a number of sentences.
3 – The Audio Lingual Method
The Audio Lingual Method otherwise known as the New Key Method or Army Method is based on a behaviourist theory that things are able to be learned by constant reinforcement. This is related to the Direct Method and just like its predecessor it only uses the target language. The biggest difference between the Audio Lingual Method and the Direct Method is its focus of teaching. The Direct Methods focuses on the teaching of vocabulary whereas the Audio Lingual Method focuses on specific grammar teachings.
4 – The Structural Approach
As the name suggests, the method is all about structure. The idea is that any language is made up of complex grammar rules. These rules, according to this approach need to be learnt in a specific order, for example the logical thing would be to teach the verb “to be” prior to teaching the present continuous which requires using the auxiliary form of the verb “to be”.
5 – Suggestopedia
This is a behaviourist theory and related to pseudoscience. This
theory is intended to offer learners various choices. It relies a lot
on the atmosphere and the physical surroundings of the class.
It’s essential that all learners feel equally comfortable and
confident. When teachers are training to use the Suggestopedia
method, there’s a lot of art and music involved. Each Suggestopedia lesson is divided into three different phases – 1. Deciphering 2. Concert Session 3. Elaboration.
6 – Total Physical Response
Total Physical Response, otherwise known as TPR is an approach that follows the idea of ‘learning by doing’. Beginners will learn English through a series of repetitive actions such as “Stand up”, “Open your book”, “Close the door”, and “Walk to the window and open it.” With TPR, the most important skill is aural comprehension and everything else will follow naturally later.
7 – Communicative Language Teaching CLT
The idea behind this approach is to help learners communicate more effectively and correctly in realistic situations that they may find themselves in. This type of teaching involves focusing on important functions like suggesting, thanking, inviting, complaining, and asking for directions to name but a few.
8 – The Silent Way
The main of this way of teaching is for the teacher to say very little, so students can take control of their learning. There’s a big emphasis on pronunciation and a large chunk of the lesson focuses on it. This method of learning English follows a structural syllabus and grammar, vocabulary and pronunciation are constantly drilled and recycled for reinforcement. The teacher evaluates their students through careful observation, and it’s even possible that they may never set a formal test as learners are encouraged to correct their own language errors.
9 – Community Language Learning
This is probably one of the English teaching methods where the student feels the safest as there’s a great emphasis on the relationship and bond between the student and teacher. Unlike a lot of the other methods and approaches of teaching English as a Second Language, a lot of the L1 (mother tongue) is used for translation purposes.
10 – Task Based Language Learning
The main aim of this approach to learning is task completion. Usually, relevant and interesting tasks are set by the teacher and students are expected to draw on their pre-existing knowledge of English to complete the task with as few errors as possible.
11 – The Lexical Approach
The Lexical syllabus or approach is based on computer studies that have previously identified the most commonly used words. This approach in teaching focuses on vocabulary acquisition and teaching lexical chunks in order of their frequency and use. Teachers of the Lexical Approach place a great emphasis on authentic materials.
(Available: http://www.huntesl.com. Adapted.)
Learning goals, which are referred to in version 3 of the BNCC as abilities, are intended to list the basic knowledge to be acquired by students, and to serve as a reference for drafting and updating the regional, state and municipal curricula. […]
Available at: https://www.britishcouncil.org.br/sites/default/files/leitura_critica_bncc_-_en_-_v4_final.pdf. [Fragment] Accessed on: April 26, 2022.
Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. Researchers who study
first and second language acquisition have found that students benefit from cognate awareness. Cognate awareness is the
ability to use cognates in a primary language as a tool for understanding a second language. To develop the BNCC ability
EF06LI08, which includes recognizing cognate words, an English teacher, when working with a group of beginners, may
Marque a alternativa CORRETA que substitui respectivamente o X e o Y no texto acima.
I. É um modo de leitura rápida. É usado para obter uma rápida impressão geral da ideia central do texto. Durante a aplicação desse modo de leitura, o professor controla o tempo que os alunos usam para ler o texto. Um dos objetivos dessa modalidade é evitar que os alunos usem o dicionário para traduzir todas as palavras que não conhecem. II. É uma técnica/estratégia de leitura não-linear para encontrar uma informação específica, ignorarmos quaisquer outros detalhes do texto, portanto, não é preciso lê-lo como um todo, mas ser seletivo, sem se ater a detalhes. III. Tem como objetivo fazer com que o leitor esteja atento às informações específicas. O uso dessa técnica/estratégia mostra que o leitor observa mais a forma de palavras, pois é a elas que ele procura no texto.
Text V
Language Assessment and the new Literacy Studies
Some Final Remarks
Planning language assessment from a structuralist view of language has been a fairly easy task, since it aims at testing the correct use of grammar and lexical structures. This has been a very comfortable way to evaluate students’ performance in many regular schools or language institutes due to the stability of standardized answers. From the perspective of the new literacy studies, the comfort of teaching and assessing objective and homogeneous linguistic contents is replaced by a wider spectrum of language teaching and assessing possibilities, whose key elements turn to be difference and critique. Typical activities based on this new approach would enable students to make and negotiate meanings in a much more flexible way, corroborating the novel notion of unstable, dynamic, collaborative and distributed knowledge.
The inclusion of contents of such nature in language assessments may be, at a first glance, a very laborious process due to the fact we are simply not accustomed to that. Actually, we sometimes find ourselves deprived from the teaching skills necessary to apply a more critical teaching approach, a fact that is much the results of our positivist educational background.
Nonetheless, since the emergent digital epistemology will require subject more capable of designing and redesigning meaning critically towards a great deal of representational modes, we need to reconsider our teaching approaches, go further and seek theories that take such issues into account. By redefining the notions of language and knowledge, we, thus, assume that the new literacy studies from the last decades may offer very good insights to the field of foreign language teaching.
The re-conceptualization of language assessment according to the new literacies project presented in this paper does not intend to suggest prompt fixed answers, but it takes the risk of outlining possible activities, signaling certain changes regarding its characteristics and contents, as previously shared.
The increasing importance of the new literacy and multiliteracies studies and their fruitful theoretical insight for the rethinking of pedagogical issues invite us to review our foreign language teaching practices in a different perspective. By sharing some of our local findings, we attempt to corroborate the collaborative and distributed knowledge discussed by the literacies theory itself and hope to be contributing to the new educational demands of the emerging epistemological basis.
From: DUBOC, A.P.M. Language Assessment and the new Literacy Studies. Lenguaje
37 (1), 2009. pp. 159-178, p. 175-176.
( ) The new literacy studies have kept away from the homogeneous assessment provided by earlier approaches. ( ) Teachers can find it hard to engage in new literacy practices as they have not been educated in this direction. ( ) Instability and collaboration are essential to structuralist approaches to language teaching.
The statements are, respectively:
Text IV
Source: http://www.martybucella.com/fam37.html
This quotation is in line with the following goals for the teaching of English defined by the Municipal Secretariat of Education, São Paulo (2019), except:
1. Explain a word to the students drawing on the blackboard. Then ask them to copy the word and have them recite it out loud. 2. Ask students to look at pictures of two children and add to the speech bubbles what they think the characters might be saying to each other. 3. Create a mnemonic device in the students’ native language so that they memorize the grammar rules better. 4. Choose a video that shows how people in a specific country dress and behave and ask students to perform a parody of these characteristics. 5. Have students stand up and start by saying "Simon says, hands on head" while placing your hands on your head. The students who don’t imitate you correctly or are too slow should sit down and stay out of the game.
Choose the option that indicates the strategies in line with the parameters published by the Municipal Secretariat of Education, São Paulo (2019).
1. Literacy Cycle 2. Interdisciplinary Cycle 3. Authoring Cycle
( ) Recognize instructions that indicate body movements (EF01LI09; p. 75); ( ) Recognize the difference between layouts of texts from various media, according to the context (EF07LI06, p.85); ( ) Recognize words in English looking at images in games such as bingo and tic-tac-toe (EF04LI10, p.80); ( ) Recognize narrative elements such as characters, plot, time and space in a group work situation (EF03LI04; p.77); ( ) Recognize language variation as a manifestation of different ways of thinking and expressing the world (EF07LI25, p.87).
The item with the correct sequence is:
These two factors are:
“The communicative language teaching ........................................... which have attracted a great deal of interest in recent decades are the most recent manifestation of ..................................... that have appealed to the ................................of teachers for a very long time.”
Choose the alternative that contains the correct missing words.
Match them to their characteristics.
Column 1 Methods 1. The Audiolingual Method. 2. The Direct Method. 3. The Grammar Translation Method. 4. The Silent Way
Column 2 Characteristics ( ) It’s used to teach a number of different languages not just English, and the main idea of this Method is that it only uses the target language that the students are trying to learn. ( ) It is based on a behaviorist theory that things are able to be learned by constant reinforcement. ( ) The main of this way of teaching is for the teacher to say very little, so students can take control of their learning. ( ) This method of teaching English is grammar heavy and relies a lot on translation.
Choose the alternative which presents the correct sequence from top to botton.
( ) Method is an overall plan for systematic presentation of language based upon a selected approach.
( ) The Method that is focused on grammatical rules is called the Direct Method.
( ) Communicative competence is the approach of Communicative Language Teaching.
( ) Language learning is usually based on learning styles and its focus is on the students’ motivation.
( ) The Audiolingual Method has its emphasis on the oral skills and on the exhaustive repetition of structural exercises.
Choose the alternative which presents the correct sequence from top to botton.
Text 3
This method was widely used in the 1950s and 1960s, and the emphasis was not on the understanding of words, but rather on the acquisition of structures and patterns in common everyday dialogue. It gave students a lot of speaking practice by using habit-formation drills. Other characteristics of this method are:
•Set phrases are memorized with a focus on intonation;
•Grammatical explanations are kept to a minimum;
•Vocabulary is taught in context;
•Audio-visual aids are used;
•Focus is on pronunciation.
The teaching method focused on in text 3 is called
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