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Revista Brasileira de Linguística Aplicada

On-line version ISSN 1984-6398

Rev. bras. linguist. apl. vol.8 no.1 Belo Horizonte  2008

http://dx.doi.org/10.1590/S1984-63982008000100007 

ARTIGOS

 

Malhação na sala de aula: o uso do exercício no ensino de línguas

 

 

Vilson J. Leffa

Universidade Católica de Pelotas - UCPEL

 

 


RESUMO

Este trabalho parte do pressuposto de que um problema sério no ensino de línguas é a divisão entre a teoria e a prática, que provocou uma separação aparentemente irreconciliável entre o cientista e o professor. O objetivo principal é examinar a possibilidade de uma aproximação entre os dois. Para isso, faz-se uma revisão do uso do exercício na sala de aula, tanto da perspectiva teórica, com ênfase na idéia do input generalizado, como da perspectiva prática, com ênfase na idéia do exercício localizado. Os dados, recolhidos de materiais didáticos propostos e implementados pelos teóricos do ensino de línguas, mostram que o cientista, quando assume o lugar do professor, apresenta um discurso mais próximo do professor do que do cientista. A conclusão é de que a aproximação entre a teoria e a prática é possível se o cientista e o professor formarem uma comunidade única para a troca de idéias e de experiências.

Palavras-chave: Hipótese do Input; Instrução de Processamento; Pensamento Teórico; Pensamento Prático.


ABSTRACT

This paper is based on the assumption that a serious problem in language teaching is the division between theory and practice, which led to an apparently irreconcilable separation between the scientist and the teacher. Its main objective is to examine the possibility of an approximation between them. For that purpose, I make a review on the use of exercises in the classroom, not only from a theoretical perspective, with an emphasis on the idea of generalized input, but also from a practical perspective, with an emphasis on the idea of localized drills. The data, collected from teaching materials that were proposed and implemented by language teaching theoreticians, show that the scientist, when talking from a teacher's position, presents a discourse that is closer to the teacher than to the scientist. The conclusion is that the approximation between theory and practice is possible if the scientist and the teacher join a community where ideas and experiences can be exchanged.

Keywords: Input hypothesis; Processing Instruction; Theoretical Thinking; Practical Thinking.


 

 

Texto completo do artigo disponível apenas em PDF.

Article full text available only in PDF format.

 

 

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