Questão 66737

A professor of Applied Linguistics is conducting a seminar with future English teachers on the topic of linguistic theories and their impact on didactic-pedagogical approaches. The professor aims to demonstrate that a teacher's underlying beliefs about what language is (their 'theory' of language, whether explicit or implicit) profoundly shapes their classroom practice. To illustrate this, she presents a case study of a B1-level student, Maria, who consistently makes the following error in her speech and writing: 'She don't like coffee.' The professor then asks the seminar participants to brainstorm how they would address this error, and their responses reveal different theoretical underpinnings. One participant suggests intensive drills with the third-person '-s'. Another suggests ignoring the error as long as communication is successful. A third suggests explaining the grammatical rule in detail. The professor wants to deepen this discussion by systematically connecting pedagogical actions to major linguistic theories. She uses a framework that explains: 'A teacher influenced by Behaviorism will likely see the error as a bad habit to be eradicated through drilling. A teacher influenced by Universal Grammar might see it as a failure to set a specific parameter of English. A teacher influenced by Sociolinguistics might analyze the error's frequency and context of use, while a teacher informed by a Communicative Language Teaching (CLT) framework would prioritize the successful conveyance of meaning over grammatical accuracy in certain stages of learning.'

Which pedagogical proposal most effectively relates didactic-pedagogical approaches with theoretical-practical knowledge by offering a principled, eclectic solution to Maria's error?