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Read the text below and answer question 45. Language...
Read the text below and answer question 45.
Language learning, like any other type of learning, is not a linear process and therefore cannot be deemed as predictable as some of these models of acquisition have hypothesized it to be. Minimal differences in initial conditions can cause very different results. Nevertheless, I consider that the previous attempts to explain SLA should not be disregarded because when they are put together they provide a broader view of the phenomenon. In this new perspective, a SLA model should be considered as a set of connections within a dynamic system that moves in the direction of the “edge of chaos” considered as a zone of creativity with the maximum potential for learning.
PAIVA, V. L. M. O. Second Language Acquisition: Reconciling Theories. Open Journal of Applied Sciences, 2013, 3, 404-412. Disponível em: http://dx.doi.org/10.4236/ ojapps.2013.37050.
According to Paiva (2013), despite extensive research in the field, the processes through which languages are learned remain not fully understood; consequently, it is difficult to dismiss theories of Second Language Acquisition, since many earlier explanatory models appear theoretically plausible. From this point of view, one can infer that second language teachers should
A
consider socioculturally oriented theories of second language acquisition, such as the communicative approach, as the sole legitimate frameworks for classroom practice.
B
acknowledge the interdependent roles of learners’ innate mental structures, emergent patterns of automatization, and peer interaction, since language is understood as a non-linear, dynamic system constituted by interrelated biocognitive, sociocultural, historical, and political dimensions.
C
avoid structuralist exercises, such as drills, in classroom activities, since language is not a static object but a dynamic system in constant motion.
D
emphasize the acquisition of syntactic structures, considering language is in constant evolution.
E
view language acquisition as a sequential process considering the gradual development of linguistic habits as integral components of teaching practice.