Questão 1633632

1633632 Ano: 2009
Disciplina: Inglês (Língua Inglesa)
Banca: IF-SUL
Orgão: IF-SUL

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Professor PEBTT - Inglês
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Direct instruction can help in a number of ways. It can lead to enhanced accuracy, it can help learners progress through developmental stages more rapidly, and it can destabilize interlanguage grammars that have fossilized. However, direct instruction is not always successful nor are its effects always durable. Constraining factors are the nature of the target structure and the learner’s stage of development. Less is currently known about what type of direct instruction works best. Input-based instruction may prove as effective as productionbased instruction and, perhaps, even more so. Input-flooding may help students learn features in the input but does not destabilize interlanguage grammars (i.e. it does not get rid of established errors). For this, explicit instruction and negative feedback may be needed. It is also very likely that the effectiveness of different types of instruction will depend on the abilities and predispositions of individual learners. An alternative to direct instruction is strategy training. However, uncertainty exists regarding the content, methodology, and outcomes of such training.

Source: ELLIS, R. Second Language Acquisition. Oxford: Oxford University Press, 1997, p. 87-88.

From the ideas presented in the text, it is CORRECT to infer that

Explicit instruction should be avoided, since students benefit a lot more when linguistic interactions occur spontaneously, in non-controlled situations. Time should be given for learners to advance in their interlanguage stages, for which reason implicit instruction should preferably take place for second language acquisition to be successful.

Direct instruction should have a place in formal L2 teaching, since many of the target language features may not be perceived by learners unless by means of drawing their direct attention to them. Thus, the amount of direct instruction in the learning process as well as its most profitable situations of use should be considered by teachers as a valuable way of linguistic input.

Learners are different and so are their learning styles. Thus, interaction will be effective to the extent those differences are respected and taken into account by the teacher along the various learning situations presented.

Form-focused instruction does have an impact on learning an L2. Fossilization, for example, is a constraint in L2 learning only solved or minimized by direct instruction. Thus, the explicit teaching of rules is especially advisable for adult learners, and should undoubtless be prevailing in the learning environment. Read the text below and

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