Questão 3443743

• Banca: VUNESP
• Órgão: Prefeitura de Iguape - SP
• Ano: 2019
• Provas: VUNESP - 2019 - Prefeitura de Iguape - SP - Professor de Educação Básica II - Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Ask teachers what method they subscribe to, and most will answer either that they don’t follow a method at all, or that they are ‘eclectic’, and pick and choose from techniques and procedures associated with a variety of different methods. Some might add that, essentially, their teaching follows the principles laid down by the communicative approach, itself a mixed bag, embracing anything from drills to communicative tasks, and everything in between. But the concept of a single, prescriptive ‘method’ – as in the Direct Method or the Oral Method – seems now to be dead and buried.

The demise of method is consistent with the widely held view that we are now in a ‘post-method’ era. Thus, as long ago as 1983, Stern declared that ‘several developments indicate a shift in language pedagogy away from the single method concept as the main approach to language teaching’ (1983). One such development was the failure, on the part of researchers, to find any significant advantage in one method over another. As Richards (1990) noted, ‘studies of the effectiveness of specific methods have had a hard time demonstrating that the method itself, rather than other factors, such as the teacher’s enthusiasm, or the novelty of the new method, was the crucial variable’. …

Kumaravadivelu (1994) identified what he called the ‘postmethod condition’, a result of ‘the widespread dissatisfaction with the conventional concept of method’. Rather than subscribe to a single set of procedures, postmethod teachers adapt their approach in accordance with local, contextual factors, while at the same time being guided by a number of ‘macrostrategies’. Two such macrostrategies are ‘Maximise learning opportunities’ and ‘Promote learner autonomy’. …

Nevertheless, and in spite of the claims of the postmethodists, the notion of method does not seem to have gone away completely. In fact, it seems to be doggedly persistent, even if the term itself is often replaced by its synonyms. … This is a view echoed by Bell (2007) who interviewed a number of teachers on the subject, and concluded that ‘methods, however the term is defined, are not dead. Teachers seem to be aware of both the usefulness of methods and the need to go beyond them.’

On the other hand, in a recent paper, Akbari (2008) suggests that it is textbooks that have largely replaced methods in their traditional sense: ‘The concept of method has not been replaced by the concept of postmethod but rather by an era of textbook-defined practice. What the majority of teachers teach and how they teach ... are now determined by textbooks’.

(by Scott Thornbury – http://www.teachingenglish.org.uk/article/ methods-post-method-metodos. Adaptado)

Segundo o texto, os métodos para o ensino de língua estrangeira

• A. derivam, em sua maior parte, da abordagem comunicativa.
• B. desapareceram, na atualidade, em consequência do chamado “pós-método”.
• C. funcionam de acordo com o entusiasmo de cada professor.
• D. agradam aos professores mais tradicionalistas, que rejeitam o “pós-método”.
• E. continuam a existir, ainda que denominados de outra maneira.

Gabarito: E

Comentários

• Podemos chegar à conclusão da assertiva e) pela conclusão de Bell (penúltimo parágrafo): ‘methods, however the term is defined, are not dead. Teachers seem to be aware of both the usefulness of methods and the need to go beyond them.’

•  A dica para resolução dessa questão, é aplicar a estratégia de leitura scanning, a qual, o candidato deve examinar detalhadamente o texto, selecionando o vocabulário e expressões necessárias para encontrar detalhes que o levarão à resposta.
  Especificamente, nessa questão, iremos analisar as alternativas.
  
  Segundo o texto, os métodos para o ensino de língua estrangeira
  
  
  A)Derivam, em sua maior parte, da abordagem comunicativa. Errado. Eles usam métodos diferentes, conforme lemos nas linhas 1-2. [...] they are 'eclectic', and pick and choose from techniques and procedures associated with a variety of different methods. Eles são "ecléticos", e escolhem técnicas e procedimentos associados a uma variedade de métodos diferentes.
  B) Desapareceram, na atualidade, em consequência do chamado “pós-método". Errado. O método que desapareceu foi o chamado "método" prescritivo - como no Método Direto ou no Método Oral.  But the concept of a single, prescriptive 'method' – as in the Direct Method or the Oral Method – seems now to be dead and buried. Mas o conceito de um único "método" prescritivo - como no Método Direto ou no Método Oral - parece agora estar morto e enterrado.
  C) Funcionam de acordo com o entusiasmo de cada professor. Errado, conforme lemos nas linhas 14-15. Rather than subscribe to a single set of procedures, postmethod teachers adapt their approach in accordance with local, contextual factors, while at the same time being guided by a number of 'macrostrategies'. Os professores pós-método adaptam sua abordagem de acordo com fatores contextuais locais, ao mesmo tempo em que são guiados por uma série de "macroestratégias"
  D) Agradam aos professores mais tradicionalistas, que rejeitam o “pós-método". Errado. Teachers seem to be aware of both the usefulness of methods and the need to go beyond them. 'Os professores parecem estar cientes da utilidade dos métodos e da necessidade de ir além deles.
  E) Continuam a existir, ainda que denominados de outra maneira. Correto, conforme linhas 17-19. This is a view echoed by Bell (2007) who interviewed a number of teachers on the subject, and concluded that 'methods, however the term is defined, are not dead. Esta é uma visão compartilhada por Bell (2007) que entrevistou vários professores sobre o assunto e concluiu que 'métodos, qualquer que seja a definição do termo, não estão mortos. 
  
  Gabarito do Professor: Letra E.