Language methods provide different paths to language teaching. Thus, Language-Centered Methods

Question

Question must be answered based on the following text.
The term methods, as currently used in the literature on second and foreign
language (L2) teaching, does not refer to what teachers actually do in the
classroom; rather, it refers to established methods conceptualized and constructed
by experts in the field. The exact number of methods that are commonly used is
unclear. A book published in the mid sixties, for instance, provides a list of fifteen
“most common” types of methods “still in use in one form or another in various parts
of the world” (Mackey, 1965, p. 151). Two books published in the mid eighties
(Larsen-Freeman, 1986; and Richards and Rodgers, 1986)—which have longoccupied the top two ranks among the books prescribed for methods classes in the
United States—provide, between them, a list of eleven methods that are currently
used. They are (in alphabetical order): Audiolingual Method, Communicative
Methods, Community Language Learning, Direct Method, Grammar-Translation
Method, Natural Approach, Oral Approach, Silent Way, Situational Language
Teaching, Suggestopedia, and Total Physical Response.
It would be wrong to assume that these eleven methods provide eleven different
paths to language teaching. In fact, there is considerable overlap in their theoretical
as well as practical approaches to L2 learning and teaching. Sometimes, as Wilga
Rivers (1991, p. 283) rightly points out, what appears to be a radically new method
is more often than not a variant of existing methods presented with “the fresh paint
of a new terminology that camouflages their fundamental similarity.” It is therefore
useful, for the purpose of analysis and understanding, to cluster these methods in
terms of certain identifiable common features. One way of doing that is to classify
them as (a) language-centered methods, (b) learner-centered methods, and (c)
learning-centered methods.
Adapted from: Kumaravadivelu, B. Beyond Methods: Macrostrategies for language teaching.
Haven and London: Yale University Press, 2003. Language methods provide different paths to language teaching. Thus, Language-Centered Methods Alternativa A: treat language learning as a non-linear, additive process. These methods (e.g., task-based method)
are principally concerned with learner needs and seek to provide opportunities for learners to practice
preselected, pre-sequenced grammatical structures through task-focused exercises in class.  Ou Alternativa B: treat language learning as a non-linear, additive process. These methods (e.g., the Natural Approach)
are principally concerned with learning processes and seek opportunities for learners to participate in
open-ended meaningful interaction through communicative activities or problem-solving tasks in class.  Ou Alternativa C: treat language learning as a linear, additive process. These methods (e.g., audiolingual method) are
principally concerned with linguistic forms and seek to provide opportunities for learners to practice
preselected, pre-sequenced linguistic structures through form-focused exercises in class.  Ou Alternativa D: treat language learning as a linear, additive process. These methods (e.g., communicative approach)
are principally concerned with learner needs and seek to provide opportunities for learners to practice
preselected, pre-sequenced grammatical structures and participate in open-ended meaningful
interaction.

Qconcursos · Accepted Answer

Alternativa [C] treat language learning as a linear, additive process. These methods (e.g., audiolingual method) are
principally concerned with linguistic forms and seek to provide opportunities for learners to practice
preselected, pre-sequenced linguistic structures through form-focused exercises in class.  Alternativa correta: C

Tema central da questão: A questão aborda métodos de ensino da língua inglesa, com foco em como as chamadas Language-Centered Methods (Métodos Centrados na Língua) entendem e organizam o processo de aprendizagem de uma segunda língua. Compreender esta classificação é fundamental para quem estuda para concursos da área, pois ela ajuda a diferenciar abordagens tradicionais de abordagens mais modernas.

Resumo teórico: Segundo autores clássicos como Richards & Rodgers (1986) e Kumaravadivelu (2003), Language-Centered Methods concentram-se no ensino explícito de estruturas linguísticas. Enxergam o aprendizado como um processo linear e aditivo, ou seja, os conteúdos são organizados em sequência, indo do simples ao complexo. O foco está em formas linguísticas — como gramática e vocabulário — e o treinamento ocorre através de exercícios repetitivos e controlados, como nos métodos audiolingual e gramática-tradução.

Justificativa da alternativa C: A alternativa correta afirma que essas abordagens tratam o ensino como linear e aditivo, focando em prática de estruturas linguísticas pré-selecionadas, como faz o Audiolingual Method. Isso reflete exatamente as principais características dos métodos centrados na língua, conforme reconhecido na literatura (Kumaravadivelu, 2003; Richards & Rodgers, 1986).

Análise das alternativas incorretas:

A: Descreve métodos voltados para as necessidades do aluno (learner-centered), com tarefas e não apenas formas linguísticas, o que não corresponde aos métodos centrados na língua.
  B: Apresenta métodos voltados para processos de aprendizagem (learning-centered), focando em interação significativa, típico de abordagens comunicativas e não dos métodos centrados na língua.
  D: Mistura elementos de diferentes enfoques, citando prática de estruturas e interação aberta, o que caracteriza métodos híbridos, não os centrados puramente na língua.

Estratégias de interpretação: Atenção para palavras-chave como “linear”, “form-focused” e exemplos (audiolingual method), que sinalizam o foco da alternativa. Cuidado com alternativas que misturam características de diferentes métodos, pois geralmente são pegadinhas!

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