O ensino de inglês como língua estrangeira no Brasil: um enfoque voltado para as condições de ensino, os processos de aprendizagem ou o produto

Abstract

Three main variables commonly underlie methods and approaches adopted in foreign language classrooms: teaching conditions, learning processes and the product of the first two. In preactice, it is very hard to determine if a method/approach concentrates exclusively on one of these three variables. What may be abserved is that specific methods/approaches are teacher-oriented, while others are mainly learner-oriented, and still others tend to be product-oriented. In this paper, a comprehensive Brazilian publication will be examined in order to determine current trends in EFL (English as a Foreign Language) teaching and research. Considering that the ENPULI - Encontro Nacional de Professores Universitários de Língua Inglesa - is a legitimate instance of debate and exchange of information among EFL teachers, and taking into account the Model of the Good Language Learner put forth by Naiman et al. (1978), it seems that an analysis of the papers presented at the ENPULI 1990 will offer insights into the current tendencies underlying the EFL classroom practice in Brazilian universities.