ENADE 2017: Over the last decades, a variety of approaches to second language acquisition (SLA)

ENADE 2017: Over the last decades, a variety of approaches to second language acquisition (SLA) have appeared that differ from the historically dominant one: cognitivism. Each of these approaches has contributed crucially towhat, as a result, is now a conceptually richer field. Yet while these varied approaches have enriched SLA studies substantially, they have led to, with a few exceptions, independent and even isolated experiences.

It is increasingly apparent that SLA is an extremely complex and multifaceted phenomenon. Exactly for this reason, it now appears that no single theoretical perspective will allow us to understand SLA adequately. It therefore becomes necessary for all the varied perspectives, and this includes cognitivism, to engage one another, to “talk” to each other, to discover how they relate, differ, complement, overlap, contradict, inform — in short, to show how they can, via comparison and contrast, lead us toward a richer, more multidimensional understanding of SLA.

ATKINSON, D. Altemative approaches to second language acquisition. New York: Routiedge, 2011 (adapted).

Taking the excerpt into account, analyse the following statements.

I. Even though various SLA approaches have contributed significantly to the understanding of the field, they have not worked together to build this body of knowledge.

II. The cognitivist approach denies the importance of interaction in second language classes, as the focus of the referred approach is the development of the individual's cognitive skills.

III. It is important to understand all the SLA perspectives studied so far in order to get to a single theoretical approach that could enhance second language teaching and learning.

It is correct what is stated on

A) I, only.

B) II, only.

C) I and III, only.

D) II and III, only.

E) I, II and III.

RESOLUÇÃO:

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GABARITO:

A) I, only.

PRÓXIMA QUESTÃO:

- ENADE 2017: Poder trabalhar as aulas de redação no Ensino Médio por meio da escrita e da reescrita de textos, levando em conta o processo de retextualização, abre perspectivas para integrar a atividade de leitura à de escrita e propiciar ao estudante a autoaprendizagem