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Leia o texto para responder às questões de números 54 e 55.
One school of thought which is widely accepted by many language teachers is that the development of our conceptual understanding and cognitive skills is a main objective of all education. Such conceptual understanding is arrived at not through ‘blind learning’, but through a process of discovery which leads to genuine understanding (Lewis 1986: 165). The things we learn for ourselves are absorbed more effectively than things we are taught.
The practical implications of this view are quite clear: instead of explicitly teaching the present perfect tense, for instance, we will expose students to examples of it and then allow them, under our guidance, to work out for themselves how it is used. Instead of telling students which words collocate with crime, we can get them to look at a computer concordance of the word and discover the collocations on their own. Instead of telling them about spoken grammar we can get them to look at transcripts and come to their own conclusions about how it differs from written grammar. What we are doing, effectively, is to provoke ‘noticing for the learner’.
(HARMER, Jeremy. The practice of English language teaching. 4th ed. Longman, 2007. pp. 72-73. Adaptado)
The examples provided in the second paragraph illustrate a teacher very much concerned with
Leia o texto para responder às questões de números 54 e 55.
One school of thought which is widely accepted by many language teachers is that the development of our conceptual understanding and cognitive skills is a main objective of all education. Such conceptual understanding is arrived at not through ‘blind learning’, but through a process of discovery which leads to genuine understanding (Lewis 1986: 165). The things we learn for ourselves are absorbed more effectively than things we are taught.
The practical implications of this view are quite clear: instead of explicitly teaching the present perfect tense, for instance, we will expose students to examples of it and then allow them, under our guidance, to work out for themselves how it is used. Instead of telling students which words collocate with crime, we can get them to look at a computer concordance of the word and discover the collocations on their own. Instead of telling them about spoken grammar we can get them to look at transcripts and come to their own conclusions about how it differs from written grammar. What we are doing, effectively, is to provoke ‘noticing for the learner’.
(HARMER, Jeremy. The practice of English language teaching. 4th ed. Longman, 2007. pp. 72-73. Adaptado)
The examples provided in the second paragraph illustrate a teacher very much concerned with
Resolução comentada
Os exemplos ilustram aprendizagem por descoberta e autonomia do aluno.
Nos exemplos, o professor expõe os alunos aos dados (exemplos, concordância, transcrições) e os deixa descobrir por conta própria o uso. Isso mostra preocupação com a autonomia de aprendizagem dos alunos.
Análise das alternativas
A) Não visa a precisão de gramática e vocabulário, e sim a descoberta. B) Não se trata de levantar necessidades dos alunos. C) A tecnologia aparece só em um dos exemplos. D) Não se trata de novidades metodológicas, e sim de aprendizagem por descoberta.
Referência: HARMER, J. The practice of English language teaching, 4th ed.
Resolução comentada do VaiConcursos.