A dicotomia implícito-explícito no ensino de línguas: uma proposta de atualização / The implicit-explicit dichotomy in language teaching: an update proposal

Graziele Altino Frangiotti; Paula Garcia de Freitas

doi:10.17851/2237-2083.29.1.121-152

A dicotomia implícito-explícito no ensino de línguas: uma proposta de atualização / The implicit-explicit dichotomy in language teaching: an update proposal

Graziele Altino Frangiotti, Paula Garcia de Freitas

Abstract

Resumo: As discussões na área da Linguística têm sido fortemente influenciadas pela divisão do fenômeno linguístico em subconjuntos compostos por dois termos: as chamadas dicotomias. Contudo, se, por um lado, as dicotomias beneficiam o diálogo no interior dessa ciência, por outro, por vezes, parecem representar uma espécie de limitação ao pesquisador, que se vê obrigado a reduzir a complexidade linguística a parâmetros monolíticos. Esse parece ser o caso da dicotomia implícito-explícito no campo do ensino de línguas, contexto no qual técnicas didáticas muito heterogêneas entre si acabam necessariamente tendo de ser classificadas ou como implícitas ou como explícitas, como se não houvesse um caminho alternativo. Com base nisso, o presente trabalho visa a problematizar essa questão e a avançar uma perspectiva que vê as dicotomias como extremos de um continuum, o qual admite diferentes graus de explicitação intermediários.

Palavras-chave: dicotomias em Linguística; ensino de línguas; instrução implícita e explícita; técnicas implícitas e explícitas; continuum implícito e explícito.

Abstract: Discussions in the area of Linguistics have been strongly influenced by the division of the linguistic phenomenon into subsets composed of two terms: the so-called dichotomies. However, if, on the one hand, dichotomies benefit dialogue within that ciency, on the other, sometimes they seem represent a kind of limitation to the researcher, who is forced to reduce linguistic complexity to monolithic parameters. This seems to be the case with the implicit-explicit dichotomy in the field of language teaching, a context in which teaching techniques that are very heterogeneous among themselves necessarily end up having to be classified either as implicit or explicit, as if there was no alternative path. Based on this, the present work aims to problematize this issue and to advance a perspective that sees dichotomies as extremes of a continuum, which admits different degrees of intermediate explicitness.

Keywords: dichotomies in Linguistics; language teaching; implicit and explicit instruction; implicit and explicit techniques; implicit and explicit continuum.

Keywords

dicotomias em Linguística; ensino de línguas; instrução implícita e explícita; técnicas implícitas e explícitas; continuum implícito e explícito; dichotomies in Linguistics; language teaching; implicit and explicit instruction; implicit and explicit techn

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DOI: http://dx.doi.org/10.17851/2237-2083.29.1.121-152