“Deste modo, considerar o desenvolvimento de habilidades orais como central no ensino de Língua Estrangeira no Brasil não leva em conta o critério de relevância social para a sua aprendizagem. Com exceção da situação específica de algumas regiões turísticas ou de algumas comunidades plurilíngues, o uso de uma língua estrangeira parece estar, em geral, mais vinculado à leitura de literatura técnica ou de lazer. Note-se também que os únicos exames formais em Língua Estrangeira (vestibular e admissão a cursos de pós-graduação) requerem o domínio da habilidade de leitura. Portanto, a leitura atende, por um lado, às necessidades da educação formal, e, por outro, é a habilidade que o aluno pode usar em seu contexto social imediato. Além disso, a aprendizagem de leitura em Língua Estrangeira pode ajudar o desenvolvimento integral do letramento do aluno. A leitura tem função primordial na escola e aprender a ler em outra língua pode colaborar no desempenho do aluno como leitor em sua língua materna”.

“Language teachers may ask themselves why should they bother writing plans for every lesson. Some teachers write down elaborate daily plans; others do the planning inside their heads. Preservice teachers say they write daily lesson plans only because a supervisor, cooperating teacher, or school administrator requires them to do so. After they graduate, many teachers give up writing lesson plans. However, not many teachers enter a classroom without some kind of plan. Lesson plans are systematic records of a teacher’s thoughts about what will be covered during a lesson”.

“Language teachers may ask themselves why should they bother writing plans for every lesson. Some teachers write down elaborate daily plans; others do the planning inside their heads. Preservice teachers say they write daily lesson plans only because a supervisor, cooperating teacher, or school administrator requires them to do so. After they graduate, many teachers give up writing lesson plans. However, not many teachers enter a classroom without some kind of plan. Lesson plans are systematic records of a teacher’s thoughts about what will be covered during a lesson”.

“While a focus on grammar as a linguistic resource puts a more positive face on the role of grammar in writing instruction, any discussion of this role should include attention to learners’ writing errors, a significant concern for most L2 writing teachers and their students. For decades, studies and debates on the effectiveness of differing types of error correction and, indeed, of error correction at all, have been a major topic in the L2 writing literature. Central in recent debates include the exchanges between Truscott (1996,2007), who believes that ESL research does not provide evidence showing that error correction improves writers’ accuracy over time, and Ferris (1999,2011), who, while acknowledging that research base lacks controlled studies on this topic, nevertheless asserts that studies have indicated short-term improvement. Ferris (2011) has further pointed out that without attention to errors and explicit instruction, adult learners may fail to make progress in correcting patterns of errors in their L2 writing. Indeed, writing teachers in higher education contexts have found out that many of their multilingual students enter colleges and universities unaware of frequent error patterns in their writing”.

“While a focus on grammar as a linguistic resource puts a more positive face on the role of grammar in writing instruction, any discussion of this role should include attention to learners’ writing errors, a significant concern for most L2 writing teachers and their students. For decades, studies and debates on the effectiveness of differing types of error correction and, indeed, of error correction at all, have been a major topic in the L2 writing literature. Central in recent debates include the exchanges between Truscott (1996,2007), who believes that ESL research does not provide evidence showing that error correction improves writers’ accuracy over time, and Ferris (1999,2011), who, while acknowledging that research base lacks controlled studies on this topic, nevertheless asserts that studies have indicated short-term improvement. Ferris (2011) has further pointed out that without attention to errors and explicit instruction, adult learners may fail to make progress in correcting patterns of errors in their L2 writing. Indeed, writing teachers in higher education contexts have found out that many of their multilingual students enter colleges and universities unaware of frequent error patterns in their writing”.