Questões Militares Comentadas por alunos sobre ensino da língua estrangeira inglesa em inglês
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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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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)
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Bilingual and multilingual education, along with other language education fields, has been strongly influenced by theories from the field of second language acquisition (SLA). A number of authors have challenged longstanding cognitivist orientations of SLA that focus on language as an individual process with the goal of linear progress in acquiring a grammatical system and language proficiency equivalent to that of a “native speaker.”
Two important shifts that have resulted from the “social turn” in SLA research: changing perspectives on language, and changing theoretical positions in SLA. These socially oriented shifts move away from unrealistic deficit-oriented expectations for students such as “native-like proficiency,” error-free production, or becoming balanced bilinguals (i.e., two fully proficient monolinguals in one). Instead, the authors argue for a sociocultural view of SLA as a process “leading to repertoires or linguistic resources termed multi-competence or plurilingualism.” This in turn has the “potential of informing and enriching the design of classroom environments where students would be able to experience multiple ways of using both their home language and English for a variety of academic purposes in both their written and oral forms.”
(WRIGHT, W. E.; BOUN, S.; GARCÍA, O.(eds) The Handbook of bilingual
and multilingual education. Oxford: WileyBlackwell. 2017. p. 4. Adaptado)