Questão de Língua Inglesa

Text 4 The audio-lingual method The audio-lingual method (ALM) arose as a direct result of the need for foreign language proficiency in listening and speaking skills during and after World War II. It is closely tied to behaviorism, and thus made drilling, repetition, and habit-formation central elements of instruction. Proponents of ALM felt that this emphasis on repetition needed a corollary emphasis on accuracy, claiming that continual repetition of errors would lead to the fixed acquisition of incorrect structures and non-standard pronunciation. In the classroom, lessons were often organized by grammatical structure and presented through short dialogues. Often, students listened repeatedly to recordings of and focused on accurately mimicking the pronunciation and grammatical structures in these dialogs. Critics of ALM asserted that this over-emphasis on repetition and accuracy ultimately did not help students achieve communicative competence in the target language. Noam Chomsky argued "Language is not a habit structure. Ordinary linguistic behavior characteristically involves innovation, formation of new sentences and patterns in accordance with rules of great abstractness and intricacy". They looked for new ways to present and organize language instruction, and advocated the notional functional syllabus, and eventually Communicative Language Teaching as the most effective way to teach second and foreign languages. However, audio-lingual methodology is still prevalent in many text books and teaching materials. Moreover, advocates of audio-lingual methods point to their success in improving aspects of language that are habit driven, most notably pronunciation. Disponível em: http://en.wikipedia.org/wiki/Communicative_language_teaching. Acessado em 9/11/2011. Adaptado. Answer the following 3 questions based on Text 4.