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L2 learning strategies are specific behaviors or thought processes that students use to enhance their own L2 learning. One of the six major groups of L2 learning strategies identified by Oxford (1990) is the one which comprises the “compensatory strategies”, that is, strategies that help the learner make up for missing knowledge. Each instance of L2 use is an opportunity for more L2 learning. Oxford and Ehrman (1995) demonstrated that compensatory strategies are significantly related to L2 proficiency in their study of native-English-speaking learners of foreign languages.
(Oxford, Rebecca: Language Learning Styles and Strategies, In IN: Marianne Celce-Murcia. Teaching English as a second or foreign language. Boston, Massachusstes: Heinle&Heinle. 3rd edition. 2002. pp. 362;364. Adaptado
An activity aimed at developing the learners’ ability to read an authentic English text may require from the students the use of the following compensatory strategy:
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Although English is not the language with the largest number of native or ‘first’ language speakers, it has become a lingua franca. A lingua franca can be defined as a language widely adopted for communication between two speakers whose native languages are different from each other’s and where one or both speakers are using it as a ‘second’ language.
(HARMER, Jeremy. The practice of English language teaching. 4th ed. Longman, 2007. p.1. Adaptado)
No que concerne ao ensino da língua Inglesa, crescem os desafios para priorizar seu status como lingua franca, especialmente quando questões de política educacional linguística estão envolvidas. Assim, o ensino de inglês como língua franca ou língua internacional implica
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Collocation is the way in which words co-occur – combinations which, through custom and practice, have come to be seen as normal and acceptable. An acceptable collocation in the English language is being correctly used in alternative
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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
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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)
A proposal such as the one pictured in the excerpt is directed to teachers who believe that
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Culture is really an integral part of the interaction between language and thought. Cultural patterns of cognition and customs are sometimes explicitly coded in language. Conversational discourse styles, for example, may be a factor of culture. Consider the “directness” of discourse of some cultures: in the United States, for example, casual conversation is said to be less frank and more concerned about face-saving than conversation in Greece, and therefore a Greek conversation may be more confrontational than a conversation in the United States, In Japanese, the relationsltip of one’s interlocutor is almost always expressed explicitly, either verbally and/or non-verbally. Perhaps those forms shape one’s perception of others in relation to self.
(Douglas Brown. Principles of language learning and teaching. 5th ed. Longman, 2000. P. 211. Adaptado)
Note the use of the passive in “Casual conversation is said to be less frank than conversation in Greece”. Another correct use of an impersonal passive is found in alternative
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Culture is really an integral part of the interaction between language and thought. Cultural patterns of cognition and customs are sometimes explicitly coded in language. Conversational discourse styles, for example, may be a factor of culture. Consider the “directness” of discourse of some cultures: in the United States, for example, casual conversation is said to be less frank and more concerned about face-saving than conversation in Greece, and therefore a Greek conversation may be more confrontational than a conversation in the United States, In Japanese, the relationsltip of one’s interlocutor is almost always expressed explicitly, either verbally and/or non-verbally. Perhaps those forms shape one’s perception of others in relation to self.
(Douglas Brown. Principles of language learning and teaching. 5th ed. Longman, 2000. P. 211. Adaptado)
The examples in the text about conversational discourse styles mean that
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São exemplos de gêneros textuais propícios ao trabalho em sala de aula:
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Uma proposta de ensino da habilidade da escrita baseada em gêneros deverá orientar o aluno a
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O tema gêneros textuais tem ocupado uma posição especial na discussão sobre ensino-aprendizagem de línguas, tanto materna quanto estrangeira. Nesse sentido, a abordagem de ensino de Língua Inglesa por meio de gêneros textuais tem se mostrado relevante, uma vez que
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