Questões de Concurso Comentadas sobre análise sintática | syntax parsing em inglês

Foram encontradas 408 questões

Q3143794 Inglês
In the sentence "The cat chased the mouse," which word is the direct object?
Alternativas
Q3143793 Inglês
Identify the sentence that uses the correct conditional structure:
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Q3990455 Inglês
Read the short story below and answer the following question: 


The thirsty Crow

On a summer afternoon, a crow felt thirsty. It looked here and there but could not find a single drop of water. After a long time, it found a pitcher. There were few drops of water inside this. But the crow could not reach that water. It started to feel more thirsty. The crow again looked at its surroundings and found some pebbles nearby. So it took the pebbles one by one and started to drop them inside the pitcher. Then the water level started to increase. When the crow finally dropped all the pebbles, the water level reached the pitcher's top. The crow drank the water and finally quenched the hard thirst.


Adapted from: https://butterflyfields.com/blogs/parentingtips/top-10-amusing-moral-short-stories-in-english-for-kids/ What sentence better describe the moral of that story:
In the sentence “It looked here and there but could not find a single drop of water”, how many verbs are there? 
Alternativas
Q3754544 Inglês

How to be a good flirt, according to science


By William Park, BBC 


Some people seem to be naturally gifted flirters, while many say it's a skill that holds them back. What sets the good and bad flirters apart and can you learn to be better at it?


In a crowded bar on a busy Friday night, one customer sits alone, waiting for their friend. The bartender, noticing the lonely patron, starts making small talk, asking about their day and making them feel welcome. Soon, the pair are hitting it off, the minutes fly by and the friend's tardy timekeeping is forgotten.


The bartender is charming, and the flirtatious conversation from this chance encounter puts the customer at ease. The customer is enjoying the attention – and why not?


"When someone flirts with you, you feel valued, and your perception of your desirability increases," says Gurit Birnbaum, a professor of psychology at Reichman University in Israel. In other words, being flirted with feels good. But can it also be good for you?


In the bar scenario, our bartender is unaware that the customer is in a relationship already. (Birnbaum points out that even if someone is in a relationship, flirting with others is to be expected. "With time, people tend to fantasise about other people. That's normal – it means nothing bad about the relationship.")


Yet there is something stranger about this blossoming interaction at a bar. While it might be the sort of interaction that could be taking place right now somewhere in the world, on this occasion, the bartender is computer generated and the whole interaction is taking place in virtual reality. It is occurring in a world dreamed up by Birnbaum.


Reflecting on the idea that people start to fantasise about others when in long term relationships, Birnbaum wondered whether fantasies could be used to help us regulate our more destructive desires. Would flirting with a virtual bartender make someone in a committed relationship more or less likely to flirt with someone in real life, she wondered? 


"I thought that this secure space [virtual reality] may help people control their desires, and help them maintain their current relationships," she says. "I can think about whatever I want, and then I'm done with it. And I don't have to act on those fantasies."


The virtual bartender looks a little uncanny – their movements are stiff and face a bit spooky. ("Virtual reality is much more immersive than what you can see in the video – so don't be disappointed," warns Birnbaum when sending me a screen recording.) They certainly couldn't be mistaken for a real person. But the speech is realistic, and in a five-minute interaction the conversation flows quite authentically.


After removing their headsets, people taking part in Birnbaum's experiment were then presented either with a conventionally attractive interviewer or an attractive stranger, who was actually a researcher posing as someone in need of help. The subjects who had flirted with the virtual bartender said they found the interviewer less attractive and spent less time helping the stranger than those who had a non-flirtatious conversation. It's as though, says Birnbaum, flirting at the virtual bar had inoculated them against a real-life temptation. Subjects also said they desired their real partner more after the flirtatious interaction at the bar.


Flirting with strangers while in a relationship could strengthen the bond between partners, suggests Birnbaum, but warns that this could be a slippery slope. Having a strong understanding of your own and your partner's flirting boundaries is essential, she says. The factors that might tip someone from harmless flirting into cheating can be subtle. "When people are exposed to norms of infidelity, for example if you know that your peers cheat on their partners, you are more likely to do so yourself," she says. This is called "contagious infidelity".


Birnbaum adds that there is a "constellation of personality traits" that make some people more resilient or more prone to infidelity. For example, more narcissistic people or people with attachment insecurities, are more likely to cheat than others. "We have to take into account so many factors in order to predict which seductive experiences would lead to infidelity," says Birnbaum.


While careful flirting might be good, many people consider themselves bad at it. In a poll of almost 7,000 male Reddit users, having poor flirting skills was the fifth most common reason (out of 43) men gave for being single.


Fortunately for those people, it might be possible to learn to be a better flirt. After three hours of flirt training, which involved learning techniques to appear more confident when speaking, a group of adult participants scored higher in flirting ability as well as in extraversion. 


Other flirting skills can be learnt, too. Expansive body posture – such as taking a wider stance, facing your interlocutor directly, and raising your head – increases romantic desirability for both men and women, perhaps because we associate taking up space with dominance and being expansive with openness. The effect is true in both a real-life speed dating scenario and online dating profiles. Considering that a brief encounter or a swipe of a photograph can make or break someone's chance of flirting successfully, maximising space might increase the chances of romantic success. 


Space maximisation is not something we are necessarily always conscious of doing, says T Joel Wade, a professor of psychology at Bucknell University in the US. "It's not like, oh, there's someone beautiful, let me spread out. It's just a natural behaviour." This nonverbal display of dominance can take the form of spreading out one's body or spreading one's possessions around to show comfort and belonging in a space, he explains.


In a poll of almost 7,000 male Reddit users, having poor flirting skills was the fifth most common reason (out of 43) men gave for being single.


While flirting can generally be an overt act, it can also be covert – actions that you might not necessarily think are flirting at all, explains Maryanne Fisher, a professor of psychology at St Mary's University in Canada. People mostly flirt with nonverbal signals, such as stroking their hair. Such behaviour is called "self-grooming", she says. "It's the idea of making myself more appealing for you." 


Differences in flirting techniques are true irrespective of sexual orientation. For example, men, people who described their identity as "masculine", and people who adhere to "masculine" gender roles are more likely to flirt overtly through the things they say and do regardless of who they are attracted to. Whereas, women, "feminine" identifying people and people who describe their gender role ideology as "feminine" are more likely to flirt covertly and nonverbally. 


If sexual orientation does not predict flirting styles, existing research, which has largely focused on normative sex roles and gender, may be "adequate to capture experiences of flirtatious behaviour among sexual minority individuals", write Jenn Clark, from the University of British Columbia in Canada, Flora Oswald from Pennsylvania State University in the US and Cory L Pedersen from Kwantlen Polytechnic University in Canada.


Other covert examples of flirting are "tie signs", which can be anything from initiating eye contact, hugging, giggling at jokes, to something that's more germ-related, like sharing food – which we don't typically do with a stranger.


In a non-flirting context, taking a partner's last name in marriage or wearing a wedding ring would be symbols of being tied to someone else. "Tie signs are often performed in a partner's absence to signal that you're taken," says Fisher. They can also be used to signal that someone else is not available. "If you want to signal that your partner is taken, the easiest way to do that is to perform an action. It is easier to put an arm around them than to tell someone else to back off," says Fisher.


But if flirtatious tie-signs are rebuffed, or if they're not very warmly received, these are signals that will tell potential mate poachers about the level of commitment in their romantic interest's existing relationship, and whether they have a chance. And of course, not demonstrating exclusive interest is among the most off-putting flirting behaviours, perhaps because we like to have the undivided attention of our dates. 


Subtle examples of flirting can be useful, adds Wade, because the flirter can also quickly shut down an interaction if they need to while having plausible deniability that there ever was romantic interest in the first place.


Generally, men overestimate romantic interest, perhaps mis-perceiving friendliness for attraction, and women underestimate it, which might be where the idea of the "friend zone" comes from. "The so-called false positive rate is so much different for heterosexual men than for heterosexual women," says Fisher. "Smiling, at least in Canadian culture, is a default, right? It's a way to deescalate situations, increase your perception of friendliness. But straight men see women smiling and they think, 'Oh, she's interested in me'."


Some businesses have taken advantage of the over-perception of flirting, says Fisher, by using women in frontof-house roles such as greeters at restaurants. "There have been court cases in the United States where women are saying they're being hit on because they're being told to smile and engage in this forced interaction that is being perceived in a sexual way," she says. And it is disproportionately women who are affected. 


So, it's worth asking: Was the virtual bartender really interested in the solo customer, or were they just being a good bartender?


(Adapted from https://www.bbc.com/news)

In the sentence "Flirting with strangers while in a relationship could strengthen the bond between partners," identify the word class of the word "strengthen."
Alternativas
Q3754543 Inglês

How to be a good flirt, according to science


By William Park, BBC 


Some people seem to be naturally gifted flirters, while many say it's a skill that holds them back. What sets the good and bad flirters apart and can you learn to be better at it?


In a crowded bar on a busy Friday night, one customer sits alone, waiting for their friend. The bartender, noticing the lonely patron, starts making small talk, asking about their day and making them feel welcome. Soon, the pair are hitting it off, the minutes fly by and the friend's tardy timekeeping is forgotten.


The bartender is charming, and the flirtatious conversation from this chance encounter puts the customer at ease. The customer is enjoying the attention – and why not?


"When someone flirts with you, you feel valued, and your perception of your desirability increases," says Gurit Birnbaum, a professor of psychology at Reichman University in Israel. In other words, being flirted with feels good. But can it also be good for you?


In the bar scenario, our bartender is unaware that the customer is in a relationship already. (Birnbaum points out that even if someone is in a relationship, flirting with others is to be expected. "With time, people tend to fantasise about other people. That's normal – it means nothing bad about the relationship.")


Yet there is something stranger about this blossoming interaction at a bar. While it might be the sort of interaction that could be taking place right now somewhere in the world, on this occasion, the bartender is computer generated and the whole interaction is taking place in virtual reality. It is occurring in a world dreamed up by Birnbaum.


Reflecting on the idea that people start to fantasise about others when in long term relationships, Birnbaum wondered whether fantasies could be used to help us regulate our more destructive desires. Would flirting with a virtual bartender make someone in a committed relationship more or less likely to flirt with someone in real life, she wondered? 


"I thought that this secure space [virtual reality] may help people control their desires, and help them maintain their current relationships," she says. "I can think about whatever I want, and then I'm done with it. And I don't have to act on those fantasies."


The virtual bartender looks a little uncanny – their movements are stiff and face a bit spooky. ("Virtual reality is much more immersive than what you can see in the video – so don't be disappointed," warns Birnbaum when sending me a screen recording.) They certainly couldn't be mistaken for a real person. But the speech is realistic, and in a five-minute interaction the conversation flows quite authentically.


After removing their headsets, people taking part in Birnbaum's experiment were then presented either with a conventionally attractive interviewer or an attractive stranger, who was actually a researcher posing as someone in need of help. The subjects who had flirted with the virtual bartender said they found the interviewer less attractive and spent less time helping the stranger than those who had a non-flirtatious conversation. It's as though, says Birnbaum, flirting at the virtual bar had inoculated them against a real-life temptation. Subjects also said they desired their real partner more after the flirtatious interaction at the bar.


Flirting with strangers while in a relationship could strengthen the bond between partners, suggests Birnbaum, but warns that this could be a slippery slope. Having a strong understanding of your own and your partner's flirting boundaries is essential, she says. The factors that might tip someone from harmless flirting into cheating can be subtle. "When people are exposed to norms of infidelity, for example if you know that your peers cheat on their partners, you are more likely to do so yourself," she says. This is called "contagious infidelity".


Birnbaum adds that there is a "constellation of personality traits" that make some people more resilient or more prone to infidelity. For example, more narcissistic people or people with attachment insecurities, are more likely to cheat than others. "We have to take into account so many factors in order to predict which seductive experiences would lead to infidelity," says Birnbaum.


While careful flirting might be good, many people consider themselves bad at it. In a poll of almost 7,000 male Reddit users, having poor flirting skills was the fifth most common reason (out of 43) men gave for being single.


Fortunately for those people, it might be possible to learn to be a better flirt. After three hours of flirt training, which involved learning techniques to appear more confident when speaking, a group of adult participants scored higher in flirting ability as well as in extraversion. 


Other flirting skills can be learnt, too. Expansive body posture – such as taking a wider stance, facing your interlocutor directly, and raising your head – increases romantic desirability for both men and women, perhaps because we associate taking up space with dominance and being expansive with openness. The effect is true in both a real-life speed dating scenario and online dating profiles. Considering that a brief encounter or a swipe of a photograph can make or break someone's chance of flirting successfully, maximising space might increase the chances of romantic success. 


Space maximisation is not something we are necessarily always conscious of doing, says T Joel Wade, a professor of psychology at Bucknell University in the US. "It's not like, oh, there's someone beautiful, let me spread out. It's just a natural behaviour." This nonverbal display of dominance can take the form of spreading out one's body or spreading one's possessions around to show comfort and belonging in a space, he explains.


In a poll of almost 7,000 male Reddit users, having poor flirting skills was the fifth most common reason (out of 43) men gave for being single.


While flirting can generally be an overt act, it can also be covert – actions that you might not necessarily think are flirting at all, explains Maryanne Fisher, a professor of psychology at St Mary's University in Canada. People mostly flirt with nonverbal signals, such as stroking their hair. Such behaviour is called "self-grooming", she says. "It's the idea of making myself more appealing for you." 


Differences in flirting techniques are true irrespective of sexual orientation. For example, men, people who described their identity as "masculine", and people who adhere to "masculine" gender roles are more likely to flirt overtly through the things they say and do regardless of who they are attracted to. Whereas, women, "feminine" identifying people and people who describe their gender role ideology as "feminine" are more likely to flirt covertly and nonverbally. 


If sexual orientation does not predict flirting styles, existing research, which has largely focused on normative sex roles and gender, may be "adequate to capture experiences of flirtatious behaviour among sexual minority individuals", write Jenn Clark, from the University of British Columbia in Canada, Flora Oswald from Pennsylvania State University in the US and Cory L Pedersen from Kwantlen Polytechnic University in Canada.


Other covert examples of flirting are "tie signs", which can be anything from initiating eye contact, hugging, giggling at jokes, to something that's more germ-related, like sharing food – which we don't typically do with a stranger.


In a non-flirting context, taking a partner's last name in marriage or wearing a wedding ring would be symbols of being tied to someone else. "Tie signs are often performed in a partner's absence to signal that you're taken," says Fisher. They can also be used to signal that someone else is not available. "If you want to signal that your partner is taken, the easiest way to do that is to perform an action. It is easier to put an arm around them than to tell someone else to back off," says Fisher.


But if flirtatious tie-signs are rebuffed, or if they're not very warmly received, these are signals that will tell potential mate poachers about the level of commitment in their romantic interest's existing relationship, and whether they have a chance. And of course, not demonstrating exclusive interest is among the most off-putting flirting behaviours, perhaps because we like to have the undivided attention of our dates. 


Subtle examples of flirting can be useful, adds Wade, because the flirter can also quickly shut down an interaction if they need to while having plausible deniability that there ever was romantic interest in the first place.


Generally, men overestimate romantic interest, perhaps mis-perceiving friendliness for attraction, and women underestimate it, which might be where the idea of the "friend zone" comes from. "The so-called false positive rate is so much different for heterosexual men than for heterosexual women," says Fisher. "Smiling, at least in Canadian culture, is a default, right? It's a way to deescalate situations, increase your perception of friendliness. But straight men see women smiling and they think, 'Oh, she's interested in me'."


Some businesses have taken advantage of the over-perception of flirting, says Fisher, by using women in frontof-house roles such as greeters at restaurants. "There have been court cases in the United States where women are saying they're being hit on because they're being told to smile and engage in this forced interaction that is being perceived in a sexual way," she says. And it is disproportionately women who are affected. 


So, it's worth asking: Was the virtual bartender really interested in the solo customer, or were they just being a good bartender?


(Adapted from https://www.bbc.com/news)

Which sentence correctly uses a comma to set off a nonessential clause or phrase?
Alternativas
Ano: 2024 Banca: IESES Órgão: SCGás Prova: IESES - 2024 - SCGás - Advogado |
Q3747273 Inglês
Read the sentences below and choose the option which is grammatically correct: 
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Q3550802 Inglês
Considering the sentence: “After I completed my house chores, I went to the mall” the clause in bold can be classified as:
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Q3550800 Inglês
Which one of the following correctly completes the sentence: “The protesters were prevented from speaking to reporters because___________.”:
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Q3550794 Inglês
Considering the phrase “_______, Sarah rarely misses her swimming lessons.”, which one of the following is CORRECT?
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Q3547730 Inglês

Text 2 

(Part II) Students’ skills


But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students near the end of their compulsory education (usually around age 15) have acquired some of the knowledge and skills that are essential for full participation in modern societies, particularly in reading, mathematics and science.


In 2018, PISA tested students from 79 countries, including OECD countries, Brazil, the Russian Federation and South Africa. The students were tested on their reading ability, their skills in maths and level in sciences. Research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school or in post -formal education. The average student in the OECD area scored 488. On average in the OECD, girls scored 491 compared with 485 for boys.


Estonia is the highest-performing OECD country, with average PISA scores of 526, followed by Japan and Korea with 520 points. The lowest performing OECD country, Colombia, has an average score of 406. This means that the gap between the highest and lowest performing OECD countries is 120 points.


 The best-performing school systems manage to provide highquality education to all students. In Canada, Estonia, Finland and Ireland for example, students tend to perform well regardless of their social background. In Israel and Luxembourg however, the gap between the students with the lowest socio-economic background and the students with the highest socio-economic background reaches more than 120 points, suggesting students’ socio-economic background tends to have an impact on their results. On average across OECD countries, there is a widening 89-point difference in PISA scores between the students with the highest and lowest socio-economic background.


https://www.oecdbetterlifeindex.org/topics/education/

In the sentence “This means that the gap between the highest and lowest performing OECD countries is 120 points.”, the main clause is:
Alternativas
Q3547729 Inglês

Text 2 

(Part II) Students’ skills


But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students near the end of their compulsory education (usually around age 15) have acquired some of the knowledge and skills that are essential for full participation in modern societies, particularly in reading, mathematics and science.


In 2018, PISA tested students from 79 countries, including OECD countries, Brazil, the Russian Federation and South Africa. The students were tested on their reading ability, their skills in maths and level in sciences. Research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school or in post -formal education. The average student in the OECD area scored 488. On average in the OECD, girls scored 491 compared with 485 for boys.


Estonia is the highest-performing OECD country, with average PISA scores of 526, followed by Japan and Korea with 520 points. The lowest performing OECD country, Colombia, has an average score of 406. This means that the gap between the highest and lowest performing OECD countries is 120 points.


 The best-performing school systems manage to provide highquality education to all students. In Canada, Estonia, Finland and Ireland for example, students tend to perform well regardless of their social background. In Israel and Luxembourg however, the gap between the students with the lowest socio-economic background and the students with the highest socio-economic background reaches more than 120 points, suggesting students’ socio-economic background tends to have an impact on their results. On average across OECD countries, there is a widening 89-point difference in PISA scores between the students with the highest and lowest socio-economic background.


https://www.oecdbetterlifeindex.org/topics/education/

The clause ´ “...these skills are more reliable predictors of economic and social well-being than the number of years spent in school or in post-formal education.” functions  as of the main clause:
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Q3455255 Inglês

Read the following text to answer the question.


Written by Virginia Woolf, the following letter expresses her fear of another mental breakdown and her decision to take her own life.


“Dearest, I feel certain that I am going mad again. I feel we can't go through another of those terrible times. And I shan't recover this time. I begin to hear voices, and I can't concentrate. So I am doing what seems the best thing to do. You have given me the greatest possible happiness. You have been in every way all that anyone could be. I don't think two people could have been happier 'til this terrible disease came. I can't fight any longer. I know that I am spoiling your life, that without me you could work. And you will I know. You see I can't even write this properly. I can't read. What I want to say is I owe all the happiness of my life to you. You have been entirely patient with me and incredibly good. I want to say that – everybody knows it. If anybody could have saved me it would have been you. Everything has gone from me but the certainty of your goodness. I can't go on spoiling your life any longer. I don't think two people could have been happier than we have been. V.”

Which of the following sentences demonstrates a similar syntactic structure to "You have been in every way all that anyone could be."?
Alternativas
Q3425097 Inglês
Read Text 2 and answer question.

TEXT 2

Criticisms of Methods

    Despite the potential gains from a study of methods, it is important to acknowledge that a number of writers in our field have criticized the concept of language teaching methods. Some say that methods are prescriptions for classroom behavior, and that teachers are encouraged by textbook publishers and academics to implement them whether or not the methods are appropriate for a particular context (Pennycook 1989). Others have noted that the search for the best method is ill-advised (Prabhu 1990; Bartolome 1994); that teachers do not think about methods when planning their lessons (Long 1991); that methodological labels tell us little about what really goes on in classrooms (Katz 1996); and that teachers experience a certain fatigue concerning the constant coming and going of fashions in methods (Rajagopalan 2007). Hinkel (2006) also notes that the need for situationally relevant language pedagogy has brought about the decline of methods.

    These criticisms deserve consideration. It is possible that a particular method may be imposed on teachers by others. However, these others are likely to be disappointed if they hope that mandating a particular method will lead to standardization. For we know that teaching is more than following a recipe. Any method is going to be shaped by a teacher’s own understanding, beliefs, style, and level of experience. Teachers are not mere conveyor belts delivering language through inflexible prescribed and proscribed behaviors (Larsen-Freeman 1991); they are professionals who can, in the best of all worlds, make their own decisions-informed by their own experience, the findings from research, and the wisdom of practice accumulated by the profession (see, for example, Kumaravadivelu 1994).

    Furthermore, a method is decontextualized. How a method is implemented in the classroom is not only going to be affected by who the teacher is, but also by who the students are, what they and the teacher expect as appropriate social roles, the institutional constraints and demands, and factors connected to the wider sociocultural context in which the instruction takes place. Even the ‘right’ method will not compensate for inadequate conditions of learning, or overcome sociopolitical inequities. Further, decisions that teachers make are often affected by exigencies in the classroom rather than by methodological considerations. Thus, saying that a particular method is practiced certainly does not give us the whole picture of what is happening in the classroom. Since a method is more abstract than a teaching activity, it is not surprising that teachers think in terms of activities rather than methodological choices when they plan their lessons.

    What critics of language teaching methods have to offer us is important. Admittedly, at this point in the evolution of our field, there is little empirical support for a particular method, although there may be some empirical support in second language acquisition research for methodological principles (Long 2009). Further, what some of the methods critics have done is to raise our awareness about the importance of critical pedagogy.

LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles in Language Teaching. 2011. Oxford: OUP. Adaptado.
“Thus, saying that a particular method is practiced certainly does not give us the whole picture [...].” The use of the gerund in saying means 
Alternativas
Q3414583 Inglês
           Birth of Venus is one of the most famous paintings in the world. It was painted by Alessandro di Mariano Filipepi, known as Sandro Botticelli, who was an Italian painter of the Florentine School that emerged in the early Renaissance period. In mythology, Venus wasconceived when the Titan Cronus castrated his father, the god Uranus, whose severed genitals fertilized the sea.
           Venus was conceived when the Titan Cronus castrated his father, the god Uranus, whose severed genitals fertilized the sea. Venus is an arrestingly beautiful figure with her delicate skin and soft-flowing curls fresh from the sea. Historically, this is the most important depicted nude since classical antiquity.
           Apart from its artistic quality, Birth of Venus is noteworthy for having been the first known Tuscan work of art to be painted on canvas, which is now standard but was then revolutionary, with paintings customarily done on more expensive wood panels. It was restored in 1987 to heighten the bright vividness of the painting as it first appeared, an effect achieved by the use of lustrous alabaster powder and gold leaf.

(Source: Encyclopaedia Britannica — adaptation.)
Regarding sentence structures and sentence elements, what is the role of the underlined terms in the text? 
Alternativas
Q3412148 Inglês
Read the following text:


TEXT I


The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices


Read the following text:


The movement towards a more meaningful approach to the teaching of English as a foreign language in Brazilian regular schools reached its climax in the 20th century with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level. Since then, the community of teachers has been divided into those who welcomed the contents, views and propositions of the document, and the ones who believed that the suggestions it contained were inappropriate. At the center of this controversy was the importance given by the official policies to the teaching of reading, as opposed to an approach, borrowed from private language institutes, which historically favored a focus on the oral skills.


A brief overview of the recent history of ELT in Brazilian regular schools


During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students. 


From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools. This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.


This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.


Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers. What one can find are suggestions and relevant information for teachers to make their own decisions, taking into consideration the context within which they work. In other words, the Parameters do not force any teacher to limit their focus on the teaching of reading, if they believe they can go further than that.


To be or not to be: professional identities and beliefs


When asked why they were against the focus on reading, most teachers who take this position, told me that they considered the teaching of reading to be "not enough". Most of them also added that if the teaching of reading was designed to fit a context where one cannot effectively teach the oral skills, then we should not adapt ourselves to that context, but rather demand the improvements that would make more feasible the teaching of the so-called four skills.


Let us consider these statements more closely. The first one is about quantity, that is, by teaching "only" the reading skill, the teacher would be denying her/his students the opportunity for learning all the other skills. They would be denied the opportunity for learning to speak English, which is, after all, assumed to be the real goal of teaching English as a Foreign Language (EFL).


Reasonable and democratic as it may seem, such an argument fails to take into consideration at least one extremely relevant issue: the fact that in Brazil there are virtually no reports of successful teaching of the four skills in contexts other than the private language institutes. Before the mid-1980s, several different attempts were made to make ELT work out at regular schools, but only those which completely changed the characteristics of the classes (making them look almost exactly like the small, homogeneous classes of the private institutes) were able to achieve some (questionable) level of success. In other words, the integrative approach to ELT, with its claim of teaching the four skills, focusing especially on the oral skills, has never been successful in our regular schools, including most of the private ones, with very few exceptions. If that is indeed the case, then it makes very little sense to speak of giving our students more or less of something that they never really had. And even if we are to speak in such terms, then it is extremely clear (at least for those who tried it) that the communicative teaching of one skill is definitely better (and more) than the pantomime of allegedly teaching the four skills, which was never successful in the context of Brazilian schools.


Where do we go from here?


Any attempt to establish new policies for the teaching of EFL at Brazilian regular schools should start with the recognition that the PCN were a very important step towards meaningful foreign language education in this context. Without such recognition, there will always be the suspicion that the old beliefs connected to the professional identity of the teacher as an instructor are coming back.


Surely, we do not want to teach only reading forever. But sound attempts to go forward in enhancing the relevance of our teaching should start with the discussion of the three groups of reasons that justified the propositions of the PCN. The focus on reading was considered the most adequate for the majority of our schools because of practical considerations about our working conditions, social relevance, and educational relevance.


As far as practical conditions and educational relevance are concerned, virtually no major change has occurred in order to justify reframing our teaching. However, in what concerns social relevance, it is undeniable that the growth of the Internet has provided a new context for the use of the English language outside schools. For that reason, it is my belief that skills other than reading may now be taught in our classes without representing a return to a rationale that is alien to our schools. The teaching of writing in the context of Internet genres and practices is definitely necessary, if we want our students to have their own voice, becoming able to project their own local identities in global contexts.

Adapted from: ALMEIDA, Ricardo Luiz Teixeira de. Scielo Brazil – Revista Brasileira de Linguística Aplicada - https://www.scielo.br/j/rbla/a/ nNz3Jtj85xmms8MnNfwRpMn/?lang=en. Accessed: 05/02/2024.
In the excerpt “...the role this approach could play in the achievement of other educational goals...”, the underlined word is a/an:
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Q3411713 Inglês
The underlined word in “The honorees receive a golden statuette of a gramophone.” is classified as a/an:
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Q3408668 Inglês
Which sentence shows the correct subject-verb agreement? 
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Q3408664 Inglês

Identify the auxiliary verb in the following question.



Does he like apples? 

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Q3408663 Inglês

Identify the subject the following sentence.



Pick up the phone! 

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Q3408660 Inglês

Identify the verb in the following sentence.



The computer is black. 

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Respostas
181: D
182: B
183: C
184: C
185: D
186: A
187: A
188: B
189: D
190: B
191: B
192: A
193: E
194: A
195: B
196: B
197: D
198: D
199: C
200: C