Questão 66196

A linguistic teacher is analyzing the phonological, morphological, and syntactic aspects of the language used by her students in their oral productions. She notices that, when speaking, they often use contractions such as 'gonna' and 'wanna', and that they often omit the auxiliary verb 'do' in questions, as in 'You like pizza?' This contrasts with the formal grammar taught in textbooks, which prescribes the use of 'going to', 'want to', and the auxiliary verb 'do' in questions. She also notices that their pronunciation is often influenced by their native language, Portuguese, and that they often use a single intonation pattern, regardless of the communicative function of the sentence. Her goal is to prepare students for the linguistic diversity of the real world, and to make them aware that there is a difference between formal and informal language, and that each has its own legitimacy in its specific context of use. She wants to go beyond a purely prescriptive approach to grammar, and to promote a more reflective and critical view of language, where students are able to analyze and describe their own linguistic productions.

Considering the **pragmatic-discursive, phonological, morphosyntactic and lexical-grammatical aspects** in the processes of linguistic description and analysis, analyze the following statements:

I. The teacher's approach, which seeks to describe and analyze the students' linguistic productions, rather than simply correcting them, is a pedagogical strategy aligned with a descriptive linguistic view.

II. The understanding that the informal forms used by the students (ex: 'gonna', 'wanna') are part of the linguistic variation of English is fundamental for the teacher to be able to address them in a non-prejudicial way, showing their social function and context of use.

III. The study of the intonation patterns of English is not relevant for the teacher to help students improve their oral communication, as intonation is a universal phenomenon that is the same in all languages.

IV. The teacher's role is to help students to understand the difference between spoken and written language, and to make conscious linguistic choices according to the communicative context and the purpose of the interaction.