Leia o texto para responder às questões de números 31 a 35.

Discussions of Communicative Language Teaching (CLT) not infrequently lead to questions of grammatical or formal accuracy. The perceived displacement of attention to morphosyntactic features in learner expression in favor of a focus on meaning has led in some cases to the impression that grammar is unimportant or that proponents of CLT favor learner self-expression without regard to form. While involvement in communicative events is seen as central to language development, this involvement requires attention to form.

The nature of contribution to language development of both form-focused and meaning-focused classroom activity remains a question in ongoing research. Undoubtedly, the optimum combination of these activities in any given instructional setting depends on a number of factors such as learner age, nature and length of instructional sequence, opportunities for language contact outside the classroom, teacher preparation, among other factors. However, for the development of communicative ability, research findings overwhelmingly support the integration of form-focused exercises with meaning-focused experience. Learners seem to focus best on grammar when it relates to their communicative needs and experiences.

(Sandra J. Savignon. Communicative language teaching for the Twenty-first century. In: Marianne Cerce-Murcia(ed). Teaching English as a second or foreign language. Boston, Massachusstes: Heinle&Heinle. 3rd edition. 2001. Adaptado)

Leia o texto para responder às questões de números 31 a 35.

Discussions of Communicative Language Teaching (CLT) not infrequently lead to questions of grammatical or formal accuracy. The perceived displacement of attention to morphosyntactic features in learner expression in favor of a focus on meaning has led in some cases to the impression that grammar is unimportant or that proponents of CLT favor learner self-expression without regard to form. While involvement in communicative events is seen as central to language development, this involvement requires attention to form.

The nature of contribution to language development of both form-focused and meaning-focused classroom activity remains a question in ongoing research. Undoubtedly, the optimum combination of these activities in any given instructional setting depends on a number of factors such as learner age, nature and length of instructional sequence, opportunities for language contact outside the classroom, teacher preparation, among other factors. However, for the development of communicative ability, research findings overwhelmingly support the integration of form-focused exercises with meaning-focused experience. Learners seem to focus best on grammar when it relates to their communicative needs and experiences.

(Sandra J. Savignon. Communicative language teaching for the Twenty-first century. In: Marianne Cerce-Murcia(ed). Teaching English as a second or foreign language. Boston, Massachusstes: Heinle&Heinle. 3rd edition. 2001. Adaptado)

Leia o texto para responder às questões de números 31 a 35.

Discussions of Communicative Language Teaching (CLT) not infrequently lead to questions of grammatical or formal accuracy. The perceived displacement of attention to morphosyntactic features in learner expression in favor of a focus on meaning has led in some cases to the impression that grammar is unimportant or that proponents of CLT favor learner self-expression without regard to form. While involvement in communicative events is seen as central to language development, this involvement requires attention to form.

The nature of contribution to language development of both form-focused and meaning-focused classroom activity remains a question in ongoing research. Undoubtedly, the optimum combination of these activities in any given instructional setting depends on a number of factors such as learner age, nature and length of instructional sequence, opportunities for language contact outside the classroom, teacher preparation, among other factors. However, for the development of communicative ability, research findings overwhelmingly support the integration of form-focused exercises with meaning-focused experience. Learners seem to focus best on grammar when it relates to their communicative needs and experiences.

(Sandra J. Savignon. Communicative language teaching for the Twenty-first century. In: Marianne Cerce-Murcia(ed). Teaching English as a second or foreign language. Boston, Massachusstes: Heinle&Heinle. 3rd edition. 2001. Adaptado)

Leia o texto para responder às questões de números 31 a 35.

Discussions of Communicative Language Teaching (CLT) not infrequently lead to questions of grammatical or formal accuracy. The perceived displacement of attention to morphosyntactic features in learner expression in favor of a focus on meaning has led in some cases to the impression that grammar is unimportant or that proponents of CLT favor learner self-expression without regard to form. While involvement in communicative events is seen as central to language development, this involvement requires attention to form.

The nature of contribution to language development of both form-focused and meaning-focused classroom activity remains a question in ongoing research. Undoubtedly, the optimum combination of these activities in any given instructional setting depends on a number of factors such as learner age, nature and length of instructional sequence, opportunities for language contact outside the classroom, teacher preparation, among other factors. However, for the development of communicative ability, research findings overwhelmingly support the integration of form-focused exercises with meaning-focused experience. Learners seem to focus best on grammar when it relates to their communicative needs and experiences.

(Sandra J. Savignon. Communicative language teaching for the Twenty-first century. In: Marianne Cerce-Murcia(ed). Teaching English as a second or foreign language. Boston, Massachusstes: Heinle&Heinle. 3rd edition. 2001. Adaptado)

Leia o texto para responder às questões de números 31 a 35.

Discussions of Communicative Language Teaching (CLT) not infrequently lead to questions of grammatical or formal accuracy. The perceived displacement of attention to morphosyntactic features in learner expression in favor of a focus on meaning has led in some cases to the impression that grammar is unimportant or that proponents of CLT favor learner self-expression without regard to form. While involvement in communicative events is seen as central to language development, this involvement requires attention to form.

The nature of contribution to language development of both form-focused and meaning-focused classroom activity remains a question in ongoing research. Undoubtedly, the optimum combination of these activities in any given instructional setting depends on a number of factors such as learner age, nature and length of instructional sequence, opportunities for language contact outside the classroom, teacher preparation, among other factors. However, for the development of communicative ability, research findings overwhelmingly support the integration of form-focused exercises with meaning-focused experience. Learners seem to focus best on grammar when it relates to their communicative needs and experiences.

(Sandra J. Savignon. Communicative language teaching for the Twenty-first century. In: Marianne Cerce-Murcia(ed). Teaching English as a second or foreign language. Boston, Massachusstes: Heinle&Heinle. 3rd edition. 2001. Adaptado)