Questões de Concurso

Julgue o item subsequente.

I have suggested that many, if not most teachers, could usefully adjust the values they emphasise. Here, three of them:

1. From Short-Term to Long-Term Aims

Learning a foreign language can be a valuable, long-term personal asset for the student. lt can be inhibited by over-emphasising short-term objectives — tests, pressure to speak before you are ready etc.

2. From Knowledge to Skill

Knowledge involves answers and explanations and is necessary, but not sufficient. What matters is not what you know, but what you can do. ‘Knowing’ a foreign language may be interesting; the ability to use it is life-enhancing.

3. From Accuracy to Communication

Successful communication always involves at least limited accuracy. Accuracy need not involve communication at all. Communication is a wider, more useful concept; successful language is more valuable than language which is only accurate.

(Michael Lewis. The lexical approach.2002. Adaptado)

I have suggested that many, if not most teachers, could usefully adjust the values they emphasise. Here, three of them:

1. From Short-Term to Long-Term Aims

Learning a foreign language can be a valuable, long-term personal asset for the student. lt can be inhibited by over-emphasising short-term objectives — tests, pressure to speak before you are ready etc.

2. From Knowledge to Skill

Knowledge involves answers and explanations and is necessary, but not sufficient. What matters is not what you know, but what you can do. ‘Knowing’ a foreign language may be interesting; the ability to use it is life-enhancing.

3. From Accuracy to Communication

Successful communication always involves at least limited accuracy. Accuracy need not involve communication at all. Communication is a wider, more useful concept; successful language is more valuable than language which is only accurate.

(Michael Lewis. The lexical approach.2002. Adaptado)

I have suggested that many, if not most teachers, could usefully adjust the values they emphasise. Here, three of them:

1. From Short-Term to Long-Term Aims

Learning a foreign language can be a valuable, long-term personal asset for the student. lt can be inhibited by over-emphasising short-term objectives — tests, pressure to speak before you are ready etc.

2. From Knowledge to Skill

Knowledge involves answers and explanations and is necessary, but not sufficient. What matters is not what you know, but what you can do. ‘Knowing’ a foreign language may be interesting; the ability to use it is life-enhancing.

3. From Accuracy to Communication

Successful communication always involves at least limited accuracy. Accuracy need not involve communication at all. Communication is a wider, more useful concept; successful language is more valuable than language which is only accurate.

(Michael Lewis. The lexical approach.2002. Adaptado)