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Leia o texto para responder às questões de números 54 a 57.
Language-centered methods are those that seek to provide opportunities for learners to practice preselected linguistic structures through form-focused exercises in class. The assumption is that language practice will ultimately lead to a mastery of the target language and that learners can draw from this formal repertoire whenever they wish to communicate in the target language outside the class. According to this belief, language development is largely intentional rather than incidental; and language learning seen as a linear, additive process.
Learner-centered methods are those that are principally concerned with language use and learner needs. These methods seek to provide opportunities for learners to practice preselected, presequenced grammatical structures as well as communicative functions (i.e., speech acts such as apologizing, requesting, etc.) through meaning-focused activities. Proponents of learner-centered methods believe in accumulated entities, represented by structures plus notions and functions.
Learning-centered methods are those that are principally concerned with learning processes. These methods seek to provide opportunities for learners to participate in open-ended meaningful interaction through communicative activities or problem-solving tasks in class. The assumption is that a preoccupation with meaning-making will most likely lead to grammatical as well as communicative mastery of the language and that learners can learn through the process of communication. In this approach, unlike the other two, language development is a nonlinear process and considered more incidental than intentional. Proponents of learning-centered methods believe that language is best learned when the learner’s attention is focused on understanding, saying and doing something with language, and not when their attention is focused explicitly on linguistic features.
(Kumaravadivelu, B. Beyond Methods: Macrostrategies for language learning. Haven and London: Yale University Press. 2003. Adaptado)
One concise way to help explain the introduction of new content in both the language-centered and language-learner methods, as mentioned in the text, would be
Leia o texto para responder às questões de números 54 a 57.
Language-centered methods are those that seek to provide opportunities for learners to practice preselected linguistic structures through form-focused exercises in class. The assumption is that language practice will ultimately lead to a mastery of the target language and that learners can draw from this formal repertoire whenever they wish to communicate in the target language outside the class. According to this belief, language development is largely intentional rather than incidental; and language learning seen as a linear, additive process.
Learner-centered methods are those that are principally concerned with language use and learner needs. These methods seek to provide opportunities for learners to practice preselected, presequenced grammatical structures as well as communicative functions (i.e., speech acts such as apologizing, requesting, etc.) through meaning-focused activities. Proponents of learner-centered methods believe in accumulated entities, represented by structures plus notions and functions.
Learning-centered methods are those that are principally concerned with learning processes. These methods seek to provide opportunities for learners to participate in open-ended meaningful interaction through communicative activities or problem-solving tasks in class. The assumption is that a preoccupation with meaning-making will most likely lead to grammatical as well as communicative mastery of the language and that learners can learn through the process of communication. In this approach, unlike the other two, language development is a nonlinear process and considered more incidental than intentional. Proponents of learning-centered methods believe that language is best learned when the learner’s attention is focused on understanding, saying and doing something with language, and not when their attention is focused explicitly on linguistic features.
(Kumaravadivelu, B. Beyond Methods: Macrostrategies for language learning. Haven and London: Yale University Press. 2003. Adaptado)
One concise way to help explain the introduction of new content in both the language-centered and language-learner methods, as mentioned in the text, would be
Resolução comentada
Introdução gradual e cumulativa de conteúdo: 'one brick at a time'.
Nos métodos centrados na língua e no aprendiz, o desenvolvimento é linear e aditivo, com estruturas pré-selecionadas e sequenciadas. Isso equivale a construir passo a passo, 'one brick at a time'.
Análise das alternativas
A) 'Haste makes waste' trata de pressa, ideia ausente do texto. B) 'The more, the better' fala de quantidade, e não de sequência. C) 'Practice makes perfect' refere-se à prática, não à introdução gradual de conteúdo. D) 'A thing begun is half done' trata de começar, não de acumular.
Referência: Kumaravadivelu (2003): processo linear e aditivo.
Resolução comentada do VaiConcursos.