Questão 66997

A teacher educator is discussing theories of language acquisition and their implications for teaching pronunciation. She focuses on the challenges that adult learners face in acquiring the phonology of a second language. She wants to contrast two major theoretical perspectives on this issue. The first is the 'Critical Period Hypothesis' (CPH), which suggests that there is a biologically determined window of time (usually ending around puberty) after which it is impossible to acquire a native-like accent. This hypothesis often leads to a sense of fatalism in both teachers and adult learners. The second perspective she presents is a more contemporary one, based on cognitive psychology and usage-based theories. This view argues that while age effects are real, they are not an insurmountable barrier. Instead, difficulties with L2 phonology are often due to 'entrenchment' of L1 phonetic categories, interference from orthography, and lack of sufficient, high-quality input and practice. A key reading from this perspective states: 'Rather than a hard-wired 'critical period,' it is more productive to think in terms of a 'sensitive period' and the effects of experience. Adult learners can achieve very high levels of pronunciation accuracy if the instruction is tailored to their specific needs, focusing on perceptual training, articulatory awareness, and meaningful practice, rather than simply assuming they are 'too old' to learn.'

Which of the following pedagogical attitudes is most consistent with the more contemporary, experience-based theory of L2 phonological acquisition?