GABARITO: D) TASK-BASED TEACHING (TBT).
Errei, porém não erro mais. A TBT encaixa-se no Communicative Language Teaching (CLT), mas tem características bem particulares. Uma dessas características é trazida no texto que antecede o enunciado da questão: problem solving. Resolução de problemas é um dos termos-chave quando se fala em TBT. A TBT é uma abordagem de ensino de língua baseada em TAREFAS:
"As Candlin and Murphy note: 'The central purpose we are concerned with is language learning, and tasks present this in the form of a PROBLEM-SOLVING negotiation between knowledge that the learner holds and new knowledge. (Candlin and Murphy 1987:1)" (Larsen-Freeman & Anderson, 2011).
“(…) Rather than learning language items one by one in a specific sequence, learners work on relevant content texts and the language of the texts.” (Larsen-Freeman & Anderson, 2011).
“The goal of teachers is to facilitate students’ language learning by engaging them in a variety of tasks that have a clear outcome.” (idem).
=> Assim como a maioria dos colegas, respondi B (Communicative Language Learning). Porém, vejamos o que dizem Larsen-Freeman & Anderson (2011) sobre essa abordagem:
"Communicative Language
"You may have noticed that the goal of most of the methods we have looked at so far is for students to learn to communicate in the target language. In the 1970s, though, educators began to question if they were going about meeting the goal in the right way. Some observed that students could produce sentences accurately in a lesson, but could not use them appropriately when genuinely communicating outside of the classroom. Others noted that being able to communicate required more than mastering linguistic structure, due to the fact that language was fundamentally social (Halliday 1973). Within a social context, language users needed to perform certain functions, such as promising, inviting, and declining invitations (Wilkins 1976). Students may know the rules of linguistic usage, but be unable to use the language (Widdowson 1978). In short, being able to communicate required more than linguistic competence; it required communicative competence (Hymes 1971) — knowing when and how to say what to whom. Such observations contributed to a shift in the field in the late 1970s and early 1980s from a linguistic structure-centered approach to a Communicative Approach (Widdowson 1990; Savignon 1997)."