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An experienced English teacher in a Brazilian school...
An experienced English teacher in a Brazilian school observes that many students in his class can explain grammatical rules (such as the use of the present perfect) during a quiz, but struggle to use them correctly during spontaneous group debates.
Seeking to align her classroom with current SLA theories rather than early behaviorist or structuralist models, the pedagogical strategy she should implement is
A
resorting to audio-lingual drills, providing immediate error correction and massive repetition of correct models to ensure that students’ incorrect verbal responses are extinguished before they become bad habits.
B
adopting a non-interface approach, providing only comprehensible input through silent reading and listening, while forbidding students from speaking until they reach a natural state of readiness, as output is merely a result and not a cause of acquisition.
C
treating the students’ errors as evidence of learning in progress and utilize scaffolding or recasts during meaningful tasks, helping students move from declarative knowledge to proceduralization within their zone of proximal development.
D
focusing exclusively on structures, breaking the language down into discrete, finite building blocks and teaching them in a rigid, linear sequence regardless of the students’ social or communicative needs.
E
viewing the students’ first language as negative interference and implementing a strict English-only policy to overcome the habits of the mother tongue that are currently blocking the acquisition of new L2 behaviors.