Questão 3443749

• 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)

De acordo com o texto, a abordagem comunicativa (communicative approach)

• A. deriva do “Direct Method” e mantém suas principais características.
• B. engloba características de diversos outros métodos de ensino.
• C. está, no momento atual, desacreditada por todos os professores.
• D. iguala-se ao “Oral Method” ao incluir tarefas de comunicação.
• E. encaixa-se no “pós-método” com um número mínimo de alterações.

Gabarito: B

Comentários

• Gabarito B.

  "...embracing anything from drills to communicative tasks, and everything in between."

• A dica para resolução dessa questão, é utilizar a estratégia de leitura selectivity, a qual  selecionamos apenas o trecho necessário do conteúdo para encontrar a informação, por meio do uso de palavras-chave, palavras cognatas e um vocabulário específico, facilitando a compreensão do tema.
  De acordo com o texto, a abordagem comunicativa (communicative approach) 
  
  
  A) Deriva do “Direct Method" e mantém suas principais características. Errado. Alguns professores dizem já utilizá-la.  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. Alguns poderiam acrescentar que, essencialmente, seu ensino segue os princípios estabelecidos pela abordagem comunicativa, uma mistura, abrangendo desde exercícios a tarefas comunicativas, e tudo o mais. Mas o conceito de um único "método" prescritivo - como no Método Direto ou no Método Oral - parece agora estar morto e enterrado.
  B) Engloba características de diversos outros métodos de ensino. Correto. A abordagem é adaptada englobando diferentes metodologias. 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'.  Em vez de se inscrever em um único conjunto de procedimentos, 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". 
  C) Está, no momento atual, desacreditada por todos os professores. Errado, conforme lemos na linha19. 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.
  D) Iguala-se ao “Oral Method" ao incluir tarefas de comunicação. Errado. O "oral method" não se baseia na abordagem comunicativa.[...]  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. [...] abordagem comunicativa, uma mistura, abrangendo desde exercícios a tarefas comunicativas, e tudo o mais. Mas o conceito de um único "método" prescritivo - como no Método Direto ou no Método Oral - parece agora estar morto e enterrado.
  E)Encaixa-se no “pós-método" com um número mínimo de alterações. Errado. Kumaravadivelu (1994) deixa claro que ela surge da insatisfação do método convencional com muitas diferenças. 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, [...] Kumaravadivelu (1994) identificou o que chamou de "condição pós-método", um resultado da "insatisfação generalizada com o conceito convencional de método". Em vez de se inscrever em um único conjunto de procedimentos, os professores pós-método adaptam sua abordagem de acordo com fatores contextuais locais, [...]
  Gabarito do Professor: Letra B.