(Concurso Milagres/2018) According
to the text, it is correct to say that:

Question

TEACHING GRAMMAR IN THE POST 
COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O
   Grammar. To teach or not to teach? This 
has been the question that language teachers 
have asked themselves for ages. It has been 
a matter of debate for teachers, linguists and 
second language acquisition experts.
   Historically, language teaching approaches 
and methods have moved from one extreme 
of the spectrum to another as regards the 
explicit teaching of grammar. Long before our 
times, grammar was at the centre of language 
teaching, as it was believed that the study of 
the grammar of X‟s language was the best 
way to its mastery. So, from medieval times 
till around the 1970s, the fixation of language 
teaching on the study and description of 
structures manifested in approaches such as 
the Grammar Translation and the Audio 
Lingual method, with short interludes of the 
other approaches such as the Direct Method, 
Total Physical Response and the Silent way 
which although claiming to differ still based 
their syllabus on grammar points.
   From the Grammar-dominated end of the 
spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches 
proved inadequate in that students were 
unable to communicate outside the 
classroom. Based mainly on Hymes‟ 
“communicative competence” and Krashen‟s 
models of language acquisition, the 
Communicative Approach emerged as the 
meaning-focused alternative to the formfocused approaches of the past. Strong 
versions of the approach emphasized the 
teaching of functions and absolutely 
discouraged the teaching of grammar structures arguing that communication – and 
not language description- was the aim of 
language teaching.
   However, the studies of the last 30 years 
have proved that the lack of grammar 
instruction has not encouraged language 
acquisition. On the contrary, more recent 
studies show that grammar instruction and 
explicit knowledge of the target language do 
have positive effects on language acquisition. 
So, how should we approach the teaching of 
Grammar in the Post- CommunicativeApproach Era?
Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed 
on 17/06/2018 (Concurso Milagres/2018) According 
to the text, it is correct to say that: Alternativa A: Approaches such as the Grammar 
Translation and the Audio-lingual method 
emerged after the 1970s. Ou Alternativa B: The Communicative Approach intensified 
the teaching of grammar structures. Ou Alternativa C: Hymes and Krashen helped develop 
methods based on grammatical aspects. Ou Alternativa D: The purpose of the Communicative 
Approach was the teaching of functions. Ou Alternativa E: Grammar instruction has a negative effect 
in language acquisition.

Qconcursos · Accepted Answer

Alternativa [D] The purpose of the Communicative 
Approach was the teaching of functions. Alternativa correta: D - The purpose of the Communicative Approach was the teaching of functions.

Vamos analisar a questão e entender por que a alternativa D é a correta.

O texto discute a evolução dos métodos de ensino de gramática ao longo dos anos. Ele menciona que, historicamente, a gramática foi central no ensino de línguas, com métodos como o Grammar Translation e Audio-Lingual, até que surgiu a Communicative Approach nos anos 1970. Essa abordagem focava menos na estrutura gramatical e mais na comunicação e nas funções linguísticas.

Portanto, a afirmativa D é correta porque o objetivo da Communicative Approach era ensinar funções linguísticas, promovendo a comunicação em vez da descrição da língua.

Agora, vejamos por que as outras alternativas estão incorretas:

A - Approaches such as the Grammar Translation and the Audio-lingual method emerged after the 1970s.

Essa afirmativa é incorreta porque o texto afirma que métodos como Grammar Translation e Audio-Lingual eram utilizados antes dos anos 1970. Esses métodos dominaram o ensino de línguas muito antes da década de 1970.

B - The Communicative Approach intensified the teaching of grammar structures.

Outra alternativa incorreta. O texto claramente menciona que a Communicative Approach surgiu como uma alternativa focada em significado e que desencorajava a ênfase na estrutura gramatical. Portanto, essa abordagem não intensificou o ensino de gramática, mas sim o oposto.

C - Hymes and Krashen helped develop methods based on grammatical aspects.

Essa alternativa é incorreta porque tanto Hymes quanto Krashen foram influentes no desenvolvimento de modelos que não focavam nos aspectos gramaticais. Hymes desenvolveu o conceito de competência comunicativa, enquanto Krashen é conhecido por seus modelos de aquisição de linguagem que não enfatizavam a instrução explícita de gramática.

E - Grammar instruction has a negative effect in language acquisition.

Essa afirmativa está incorreta. O texto menciona que estudos mais recentes demonstraram que a instrução de gramática tem efeitos positivos na aquisição da língua. Portanto, a instrução gramatical, de fato, contribui positivamente para a aquisição da linguagem.

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A APROVAÇÃO É DE QUEM NÃO ESPERA

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