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Implications of the humanistic approach
Hamachek (1977) provides some useful examples of the kind of educational implications that follow from taking a humanistic approach. First, every learning experience should be seen within the context of helping learners to develop a sense of personal identity. This is in keeping with the view that one important task for the teacher is differentiation, i.e. identifying and seeking to meet the individual learner’s needs within the context of the classroom group. Second, learners should be encouraged to make choices for themselves in what and how they learn. This again is in sharp contrast to the view that the curriculum content for every learner of a similar age should be set in ‘tablets of stone’. Third, it is important for teachers to empathise with their learners by seeking to understand the ways in which they make sense of the world, rather than always seeking to impose their own viewpoints. Fourth, it is important to provide optimum conditions for individualised and group learning of an authentic nature to take place.Thus, from a humanistic perspective, a learning experience of personal consequence occurs when the learner assumes the responsibility of evaluating the degree to which he or she is personally moving toward knowledge rather than looking to an external source for such evaluation.
(Williams, M.; Burden, R.L. Psychology for Language Teachers: A Social Constructivist Approach. Cambridge:CUP, 1999. Adaptado)
From the exposition by Williams and Burden, it can be understood that the humanistic approach to language learning links well with
Leia o texto para responder às questões de números 49 a 53.
Implications of the humanistic approach
Hamachek (1977) provides some useful examples of the kind of educational implications that follow from taking a humanistic approach. First, every learning experience should be seen within the context of helping learners to develop a sense of personal identity. This is in keeping with the view that one important task for the teacher is differentiation, i.e. identifying and seeking to meet the individual learner’s needs within the context of the classroom group. Second, learners should be encouraged to make choices for themselves in what and how they learn. This again is in sharp contrast to the view that the curriculum content for every learner of a similar age should be set in ‘tablets of stone’. Third, it is important for teachers to empathise with their learners by seeking to understand the ways in which they make sense of the world, rather than always seeking to impose their own viewpoints. Fourth, it is important to provide optimum conditions for individualised and group learning of an authentic nature to take place.Thus, from a humanistic perspective, a learning experience of personal consequence occurs when the learner assumes the responsibility of evaluating the degree to which he or she is personally moving toward knowledge rather than looking to an external source for such evaluation.
(Williams, M.; Burden, R.L. Psychology for Language Teachers: A Social Constructivist Approach. Cambridge:CUP, 1999. Adaptado)
From the exposition by Williams and Burden, it can be understood that the humanistic approach to language learning links well with
Resolução comentada
A abordagem humanista combina com a sala de aula comunicativa.
O texto enfatiza escolhas do aprendiz, empatia, necessidades individuais, interação em grupo e aprendizagem autêntica. Esses princípios são coerentes com a sala de aula comunicativa, centrada no aluno.
Análise das alternativas
A) O audiolingualismo é centrado no professor e em repetição. B) A abordagem valoriza também o grupo ('individualised and group learning'), não só métodos individuais. C) Abordagens nocional-funcionais não são mencionadas e focam a sequência de funções. D) O texto trata do contexto da sala de aula, e não de situações não institucionalizadas.
Referência: Williams & Burden (1999), Psychology for Language Teachers.
Resolução comentada do VaiConcursos.