Questão 66127

Text: A significant paradigm shift in linguistics has moved the study of language from a purely structuralist, system-based approach to a more socio-cultural and pragmatic one. Ferdinand de Saussure’s concept of a language as a system of signs, while foundational, has been expanded upon by contemporary theories that recognize that meaning is not solely an internal property of a linguistic system but is actively constructed and negotiated in social interactions. This perspective, which views language as discourse and social practice, has profound implications for the English language classroom. Teachers are no longer seen as mere transmitters of grammar rules and vocabulary lists, but as facilitators who help students understand how language is used to perform social actions, express identity, and navigate complex cultural contexts. A teacher who fails to move beyond a purely structuralist view may inadvertently limit students' ability to cope with the real-world communicative challenges where linguistic choices are constantly shaped by social roles, power relations, and cultural norms. This evolution in linguistic thought demands a pedagogical practice that is dynamic, contextualized, and focused on the development of communicative competence in its broadest sense, encompassing not only grammatical accuracy but also pragmatic and discursive appropriateness. The challenge lies in integrating these different dimensions without neglecting the fundamental formal aspects of the language, but always within a meaningful context. It is an acknowledgment that language is a living entity, constantly changing and adapting to the needs of its users, and that teaching must reflect this reality.

Considering the evolution of linguistic thought and its implications for education, analyze the following assertions and the relationship between them.

I. The teaching of English as a foreign language should focus exclusively on the grammatical structures and vocabulary of the language system, as this provides a solid foundation for all other linguistic skills,

BECAUSE

II. A conception of language as a static system of signs, independent of social context and discourse, is sufficient for a comprehensive understanding of the processes of comprehension and production of texts, as social variables only affect phonology, not semantics or syntax.