(Concurso Milagres/2018) The
expression as regards, in the second
paragraph, can be substituted by all the
terms below, EXCEPT:

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) The 
expression as regards, in the second 
paragraph, can be substituted by all the 
terms below, EXCEPT: Alternativa A: regarding Ou Alternativa B: about Ou Alternativa C: with respect to Ou Alternativa D: in relation to Ou Alternativa E: without

Qconcursos · Accepted Answer

Alternativa [E] without A alternativa correta é a E - without.

Para resolver essa questão, o aluno deve entender o significado da expressão as regards e saber identificar sinônimos apropriados no contexto do texto.

No trecho em questão, a expressão as regards introduz uma referência a um aspecto específico, neste caso, ao ensino explícito de gramática. Sinônimos dessa expressão incluem regarding, about, with respect to, e in relation to. Todas essas expressões podem ser usadas para introduzir o mesmo tipo de referência.

Vamos analisar cada alternativa:

A - regarding: Esta expressão é um sinônimo direto de as regards e pode ser usada de forma intercambiável no contexto.

B - about: Também um sinônimo de as regards e é comumente usado para introduzir tópicos ou aspectos específicos.

C - with respect to: Outra expressão que significa a mesma coisa que as regards, apropriada para o contexto.

D - in relation to: Esta expressão também é um sinônimo de as regards e pode substituir a expressão original sem alterar o sentido do texto.

E - without: Esta alternativa está incorreta porque without significa "sem" e não é um sinônimo de as regards. Usar without no lugar de as regards mudaria completamente o sentido da frase.

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