Questão de Inglês — Pronomes (Pronouns) — VUNESP 2023

Communicative Language Teaching (CLT) was a 1970s reaction to much that had gone before - namely the grammatical patterning of structural-situationalism and the rigidity of the drill-type methodology that Audio-lingualism made varying use of.

CLT has two main guiding principles: the first is that language is not just patterns of grammar with vocabulary items slotted in, but also involves language functions such as inviting, agreeing and disagreeing, suggesting, etc, which students should learn how to perform using a variety of language exponents (e.g. we can invite by saying ‘Would you like to come to the cinema?’, ‘D’you fancy coming to the cinema?’, ‘What about coming to the cinema?’, ‘How about a film?’, ‘Are you on for a film?’, etc). Students also need to be aware of the necessity for appropriacy when talking and writing to people in terms of the kind of language they use (formal, informal, tentative, technical, etc). CLT is not just about the language, in other words, it is about how it is used.

The second principle of Communicative Language Teaching is that if students get enough exposure to language, and opportunities for language use - and if they are motivated - then language learning will take care of itself. As a result, the focus of much CLT has been on students communicating real messages, and not just grammatically controlled language. The deployment of many communicative activities, where students use all and any language they know to communicate, shows this aspect of CLT at work. Communicative Language Teaching has had a thoroughly beneficial effect since it reminded teachers that people learn languages not so that they know about them, but so that they can communicate with them. Giving students different kinds of language, pointing them towards aspects of style and appropriacy, and above all giving them opportunities to try out real language within the classroom humanized what had sometimes been too rigidly controlled.

(HARMER, Jeremy. How to teach English. Longman, 1998. P. 50. Adaptado)