Questões de Concurso
Sobre análise sintática | syntax parsing em inglês
Foram encontradas 259 questões
Ano: 2024
Banca:
FUNCERN
Órgão:
Prefeitura de Guamaré - RN
Prova:
FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Ensino Fundamental - Inglês |
Q2392597
Inglês
In “As AI developers madly rush forward to develop and deploy AIs, we are reminded of the frenzied early
days of the internet.”, we may find:
Ano: 2024
Banca:
FUNCERN
Órgão:
Prefeitura de Guamaré - RN
Prova:
FUNCERN - 2024 - Prefeitura de Guamaré - RN - Professor Ensino Fundamental - Inglês |
Q2392593
Inglês
Texto associado
Text 03 – Idioms and proverbs
Adapted from https://thefluentlife.com/content/difference-between-idioms-proverbs-meaning-examples/ ,
accessed on July 18th.
In “An idiom is a phrase or expression whose meaning cannot be understood from the literal definition of
the words that make it up, often used to convey a figurative or metaphorical meaning.”, the term “whose”
is working as:
Ano: 2024
Banca:
ADVISE
Órgão:
Prefeitura de Serra da Raiz - PB
Prova:
ADVISE - 2024 - Prefeitura de Serra da Raiz - PB - Professor de Ensino Fundamental I - Inglês |
Q2357618
Inglês
The sentence started by ‘but’ (l.19) and independent
from the previous one has the meaning of:
Ano: 2024
Banca:
ADM&TEC
Órgão:
Prefeitura de Palmeira dos Índios - AL
Prova:
ADM&TEC - 2024 - Prefeitura de Palmeira dos Índios - AL - Professor(a) de Inglês |
Q2357423
Inglês
Texto associado
Text 1
In an effort to attract younger Hispanic voters, campaigns
are turning to Spanglish
¹ Mayra Alejandra Rodriguez is used to seamlessly toggling
between Spanish and English in conversation. If she doesn’t
know the Spanish version of a word, she’ll use the English,
and vice versa. The mishmash, known as Spanglish, comes
naturally. Those around her understand her, at least most of
the time.
² The Silver Spring, Md., resident is the kind of young
Hispanic voter attracting increasing attention from political
operatives who advocate that campaigns use the blended
language in advertising and other outreach as the 2024
election cycle accelerates.
³ The language — a portmanteau of English and Spanish that
blends words, grammar and dialects from both tongues — is
growing in popularity in the United States as the country’s
Hispanic population grows. Currently, 19 percent of the U.S.
population identifies as Hispanic, a new high according to the
Pew Research Center, which also found that 63 percent of
Hispanics in the United States speak Spanglish at least
sometimes in their day-to-day life. Forty percent say they
speak it often.
4 Operatives who are urging campaigns to reach young
voters in Spanglish argue that its use not only reflects the
nation’s changing demographics, but is also a way to meet
voters with a lingo that feels more familiar and approachable.
Source: Adapted from “In an effort to attract younger
Hispanic voters, campaigns are turning to Spanglish”, by
Mariana Alfaro, 2023. Available on:
https://www.washingtonpost.com/politics/2023/10/03/spa
nglish-campaigns-young-hispanic-voters/
Examine the following statements about ‘Text 1’:
I. In: ‘Those around her understand her, at least most of the time.’, the repetition of her is necessary, since ‘those around her’ occupies the place of the subject in the sentence, while the other ‘her’ is the indirect object.
II. In: ‘The Silver Spring, Md., resident is the kind of young Hispanic voter attracting increasing attention from political operatives.’, the ‘Md.’ inserted between The Silver Spring and resident breaks syntax order by separating its nominal group.
Choose the CORRECT answer:
I. In: ‘Those around her understand her, at least most of the time.’, the repetition of her is necessary, since ‘those around her’ occupies the place of the subject in the sentence, while the other ‘her’ is the indirect object.
II. In: ‘The Silver Spring, Md., resident is the kind of young Hispanic voter attracting increasing attention from political operatives.’, the ‘Md.’ inserted between The Silver Spring and resident breaks syntax order by separating its nominal group.
Choose the CORRECT answer:
Ano: 2023
Banca:
FUNDATEC
Órgão:
IFC-SC
Prova:
FUNDATEC - 2023 - IFC-SC - Professor - Área: Português/Inglês |
Q2639859
Inglês
In which of the following sentences is the bold word “traveling” the object of the verb?
Ano: 2023
Banca:
FUNDATEC
Órgão:
IFC-SC
Prova:
FUNDATEC - 2023 - IFC-SC - Professor - Área: Português/Inglês |
Q2639835
Inglês
In which of the following sentences the bold word is used as the subject?
Ano: 2023
Banca:
FURB
Órgão:
Prefeitura de Schroeder - SC
Prova:
FURB - 2023 - Prefeitura de Schroeder - SC - Professor B - Língua Inglesa - Ensino Fundamental (Anos Finais) |
Q2638348
Inglês
Texto associado
O texto seguinte servirá de base para responder às questões de 21 a 25.
PUCKER UP I'm a dermatologist - you've been using lip balm all wrong - here's why your pout is still chapped
(1º§)YOU might be reaching for your lip balm more and more through these winter months. But are your lips still sore and chapped, no matter how much of the stuff you slather on? According to dermatology experts, the type of balm you put on your pout might be more important than the amount.
(2º§)Dr. Mona Gohara, an associate clinical professor of dermatology at the Yale School of Medicine, and Dr. Brendan Camp, a dermatologist at MDCS Dermatology in New York, told TODAY why some lip balms could do more harm than good.
(3º§)To start with, they discussed why your lips might be chapped in the first place. The cold weather can wreak havoc on them as the skin is very thin, so they're more likely to dry out, Dr Gohara said. Meanwhile, Dr Camp noted that the delicate skin of your pout can easily be irritated by ingredients in skincare or food, yeast or bacteria, and even enzymes in saliva.
(4º§)You might also not be giving them enough love: lot's of people forget about their lips when they're moisturising their face. But if your lips are dry and chapped not long after you apply your balm, you just might be using the wrong kind.
(5º§)Four things to avoid in a lip balm:
1.Tingly balms
2. Fragrances
3. Flavouring agents
4. Dyes
(6º§)Dr Camp said these might cause allergic contact dermatitis, a type of eczema triggered by contact with a particular substance. And if your lips are dry, cracked, red, scaly and itchy, you might have developed a sensitivity to an ingredient in your lip balm, he added. Moral of the story, check your lip balm ingredients.
(7º§)Since you're doing that, there are a few ingredients that will help hydrate your pout. Dr Camp said you want to look for ingredients that will help trap water in the skin while keeping it moisturized for a long period of time. "Ingredients like beeswax, olive oil, castor oil, coconut oil, and shea butter are often used for this purpose," he said.
(8º§)You should also be wearing a salve with SPF to protect your lips from the sun. Meanwhile, Dr Gohara said that your ideal balm will have a combination of humectants (like hyaluronic acid and glycerin), which draw moisture into the skin, and occlusives (such as shea butter and mineral oil), which lock moisture in.
(9º§)The NHS recommended you use one containing petroleum jelly or beeswax. It said: "Try a few different lip balms if one is not working for you - some people may be sensitive to some fragrances, dyes or cosmetic ingredients."
(10º§)As long as you're using the right type of balm, Dr Gohara said you can apply it multiple times a day. According to Dr Camp, it's best to put on lip balm once in the morning and once before bed. There are other ways of preventing dry lips too.
(11º§)Lisa Borg, skin specialist and nutritionist at the Pulse Light Clinc, said the best thing you can do is drink plenty of fluids throughout the day. Preferably quality water as opposed to dehydrating coffee and fizzy drinks, she noted.
(12º§)Lisa also recommended eating foods that simulate saliva production, such as apples, cucumbers, tomatoes, courgettes, watermelon, lemons, and crunchy fibrous vegetables like carrots and celery. Meanwhile, the NHS said you should wash your hands before applying lip balm and cover your lips with a scarf when you're outside in cold weather. If you're outdoors, use a balm with SPF 15 or more every two hours, it added.
(13º§)Common causes of dry lips: cold weather, dry air or wind; damage from the sun; dehydration; a lip injury; allergies; and lack of vitamins and minerals. If you have sore or dry lips, you should avoid: picking or biting any flaky skin on your lips - this can slow down healing; licking dry or cracked lips - this can make them sore; and sharing lip balms with other people - this can spread germs.
(adapted) -wwrongg-pu--chappeed .uk/health/21661055/dermatologist-using-lip-balm-wrong-pout-chapped/
Which of the following options correctly identifies the grammatical function of "licking dry or cracked lips" (13º paragraph) in the given text?
Ano: 2023
Banca:
IADES
Órgão:
Instituto Rio Branco
Prova:
IADES - 2023 - Instituto Rio Branco - Terceiro-Secretário da Carreira Diplomata - Tarde |
Q2406454
Inglês
Texto associado
Text to answer the question.
In: Political thought: the problem with liberalism.
The Economist, Edição impressa, p. 74, 27 jan. 2018.
As far as grammar is concerned, mark the statements below as right (C) or wrong (E).
The referent of the word “them” (line 34) is “civil rights”
(line 31).
Ano: 2023
Banca:
IADES
Órgão:
Instituto Rio Branco
Prova:
IADES - 2023 - Instituto Rio Branco - Terceiro-Secretário da Carreira Diplomata - Tarde |
Q2406453
Inglês
Texto associado
Text to answer the question.
In: Political thought: the problem with liberalism.
The Economist, Edição impressa, p. 74, 27 jan. 2018.
As far as grammar is concerned, mark the statements below as right (C) or wrong (E).
The word “this” (line 18) refers to “lie” (line 17).
Ano: 2023
Banca:
Instituto Access
Órgão:
Prefeitura de Passos - MG
Prova:
Instituto Access - 2023 - Prefeitura de Passos - MG - PEB - Língua Inglesa |
Q2348005
Inglês
Nas opções a seguir estão listados eixos organizadores propostos
para o componente Língua Inglesa, . Assinale-a.
Ano: 2023
Banca:
Unesc
Órgão:
Prefeitura de Balneário Rincão - SC
Prova:
Unesc - 2023 - Prefeitura de Balneário Rincão - SC - Professor de Inglês |
Q2346884
Inglês
Texto associado
Lines and Geoglyphs of Nasca and Palpa
(1º§) Located in the arid Peruvian coastal plain, some
400 km south of Lima, the geoglyphs of Nasca and the
pampas of Jumana cover about 450 km2 . These lines,
which were scratched on the surface of the ground
between 500 B.C. and A.D. 500, are among
archaeology's greatest enigmas because of their
quantity, nature, size and continuity. The geoglyphs
depict living creatures, stylized plants and imaginary
beings, as well as geometric figures several kilometres
long. They are believed to have had ritual astronomical
functions.
(2º§) Located in the arid Peruvian coastal plain, some
400 km south of Lima, the Lines and Geoglyphs of Nasca
and Pampas de Jumana are one of the most
impressive-looking archaeological areas in the world and
an extraordinary example of the traditional and millenary
magical-religious world of the ancient Pre-Hispanic
societies which flourished on the Peruvian south coast
between the 8th century BC and the 8th century AD.
They are located in the desert plains of the basin river of Rio Grande de Nasca, the archaeological site covers an
area of approximately 75,358.47 Ha where for nearly
2,000 uninterrupted years, the region's ancient
inhabitants drew on the arid ground a great variety of
thousands of large scale zoomorphic and
anthropomorphic figures and lines or sweeps with
outstanding geometric precision, transforming the vast
land into a highly symbolic, ritual and social cultural
landscape that remains until today. They represent a
remarkable manifestation of a common religion and
social homogeneity that lasted a considerable period of
time.
(3º§) They are the most outstanding group of geoglyphs
anywhere in the world and are unmatched in its extent,
magnitude, quantity, size, diversity and ancient tradition
to any similar work in the world. The concentration and
juxtaposition of the lines, as well as their cultural
continuity, demonstrate that this was an important and
long-lasting activity, lasting approximately one thousand
years. Intensive study of the geoglyphs and comparison
with other manifestations of contemporary art forms
suggests that they can be divided chronologically from
the Middle and Late Formative (500 BC − 200 AD) to the
Regional Development Period (200 − 500 AD),
highlighting the Paracas phase (400 - 200 BC) and the
Nasca phase (200 BC - 500 AD). There are two
categories of glyphs: the first group is representational,
depicting in schematic form a variety of natural forms
including animals, birds, insects, and other living
creatures and flowers, plants, and trees, deformed or
fantastic figures and objects of everyday life. There are
very few anthropomorphic figures. The second group
comprises the lines, which are generally straight lines
that criss-cross certain parts of the pampas in all
directions. Some are several kilometres in length and
form designs of many different geometrical figures -
triangles, spirals, rectangles, wavy lines, etc. Others
radiate from a central promontory or encircle it. Yet
another group consists of so-called 'tracks', which appear
to have been laid out to accommodate large numbers of
people.
(4º§) Criterion (i): The Nasca Lines and Geoglyphs form
a unique and magnificent artistic achievement of the
Andean culture that is unrivalled in its extension,
dimensions and diversity and long existence anywhere in
the prehistoric world.
(5º§) Criterion (iii): The Nasca and Pampas de Jumana
Lines and Geoglyphs, through its unique form of land
use, are an exceptional testimony of the culture and
magical-religious tradition and beliefs of the societies that
developed in Pre-Columbian South America between the
8th BC and 8th AD centuries.
(6º§) Criterion (iv): The system of lines and geoglyphs,
which has survived intact for more than two millennia,
evidences an unusual way of using the land and the
natural environment that represent a highly symbolic
cultural landscape, using a construction technology that
allowed them to design large-scale figures with
outstanding geometric precision.
(7º§) The Lines and Geoglyphs of Nasca and Pampas de
Jumana, with their protection area that extends over
75,358.47 Ha, are well defined and include all physical
aspects that convey the Outstanding Universal Value of
the property, including its surrounding landscape with
which they make up an indivisible unit in a harmonious
relationship that has survived virtually unaltered over the
centuries.
(8º§) The Pleistocene alluvial terrace, currently with
occasional water activity (only during the El Niño
Southern Oscillation - ENSO) and the low rainfall rates
(the lowest in the world), determine desert climate
characteristics and extreme aridity that have favoured the
preservation of the Lines and Geoglyphs of Nasca and
Pampas de Jumana. Likewise, harmful human activity
has caused no severe impact on the property, so the
geoglyphs and cultural landscape have remained intact
for nearly two millennia, from their design in the 8th
century BC to nowadays. The cleaning and preservation
works performed have not affected the property's integrity
and have promoted their conservation.
(9º§) The construction of the South Pan-American
Highway, which directly crosses the property, has caused
damages in some lines and figures sectors. However,
most of the lines and figures are in fair condition.
(10º§) The authenticity of the Lines and Geoglyphs of
Nasca and Pampas de Jumana is indisputable. The
method of their formation, by removing the overlying
weathered gravels to reveal the lighter bedrock, is such
that their authenticity is assured. The creation, design,
morphology, size and variety of the geoglyphs and lines
correspond to the original designs produced during the
historic evolution of the region's and have remained
unchanged. The ideology, symbolism and sacred and
ritual character of the geoglyphs and the landscape are
clearly represented, and their significance remains intact
even today.
(11º§) The concentration and overlapping of lines and
figures provide a clear evidence of long and intense
activity in the territory, reflecting the millenary
magical-religious tradition of this activity by pre-Hispanic
societies and the historic continuity in Nasca's Rio
Grande river basin. The property also shows different
social process stages. Several historic sources and
researches confirm the property's originality and its
original landscape surroundings still preserved in pristine
condition and unaltered.
(12º§) Even though there have been some impacts
caused by natural and human factors, these have been
minimal and the geoglyphs maintain their authenticity and
express their high symbolic and historic value even
today.
(13º§) The National Constitution (Art 36) and Law Nº
28296, General Law for National Cultural Heritage are
the main legal protection tools for the Lines and
Geoglyphs of Nasca and Pampas de Jumana,
(14º§) The protection area boundaries are established by
Resolution Nº 421/INC as an Archaeological Reserve.
However, it has been recommended to redefine those boundaries according to the lines and geoglyphs' real
distribution in the field and submit a new proposal to the
World Heritage Committee.
(15º§) Since 1941 foreign scientists (notably Dr. Maria
Reiche) and the Ministry of Culture have carried out
archaeological investigation, conservation, permanent
protection and maintenance measures.
(16º§) The management and protection of the Lines and
Geoglyphs of Nasca and Pampas de Jumana is the
responsibility of the Peruvian Government represented by
the Ministry of Culture. Documentation, research,
protection and dissemination activities are being
performed through the implementation of national and
international research projects and civil associations, in
the territory of Nasca and Palpa provinces.
(17º§) A management plan "Sistema de Gestión para el
Patrimonio Cultural y Natural del territorio de Nasca y
Palpa" for the entire area, which is fundamental in the
protection of the Lines and Geoglyphs, has been
formulated and is being implemented.
https://whc.unesco.org/en/list/700/
Identify the cohesive device used in the following
sentence: "Even though there have been some impacts
caused by natural and human factors, these have been
minimal and the geoglyphs maintain their authenticity and
express their high symbolic and historic value even
today." (12º§)
Select the correct alternative.
Select the correct alternative.
Ano: 2023
Banca:
OBJETIVA
Órgão:
Prefeitura de Capela de Santana - RS
Prova:
OBJETIVA - 2023 - Prefeitura de Capela de Santana - RS - Professo - Séries Finais - Inglês |
Q2343033
Inglês
Assinalar a alternativa em que, de acordo com a
norma-padrão da língua inglesa, NÃO há erros:
Ano: 2023
Banca:
CESPE / CEBRASPE
Órgão:
TC-DF
Prova:
CESPE / CEBRASPE - 2023 - TC-DF - Auditor de Controle Externo – Área Especializada – Especialidade Tecnologia da Informação – Orientação Sistemas de TI |
Q2341042
Inglês
Texto associado
Text 1A1-II
Brazil’s first scientific expedition to the Arctic aims to
explore the biodiversity of one of the planet’s coldest territories,
learn more about its ecological importance and its role in global
climate change, and contribute to its preservation.
The Brazilian team of scientists from the University of Brasília
and the Federal University of Minas Gerais has been in the
Svalbard archipelago—a section of the Arctic Circle that belongs
to Norway—since July 8.
According to the expert, research in the region is crucial in
monitoring relevant developments in Brazil as well as worldwide.
“What happens here in the Arctic affects Brazil, so we should
have the right to speak and vote, which is not happening.”
Brazil is the only among the ten largest global economies
without a voice on issues related to the region. Therefore,
Brazil’s scientific presence in the Arctic—a region covering
more than 16 million square kilometers—can prove significant
for the inclusion of the nation as an observer member of the
Arctic Council, the international cooperation body on
environmental strategies for the territory. The country should also
join the Svalbard Treaty, which not only recognizes Norway’s
sovereignty over the archipelago, but also grants access to the
area’s resources for signatory nations.
Internet: <agenciabrasil.ebc.com.br> (adapted).
According to text 1A1-II, judge the following item.
The excerpt “without a voice on issues related to the region”
(first sentence of the third paragraph), could be correctly
replaced by “that lacks representation in matters pertaining
to the region”, without changing its meaning.
Ano: 2023
Banca:
CESPE / CEBRASPE
Órgão:
TC-DF
Prova:
CESPE / CEBRASPE - 2023 - TC-DF - Auditor de Controle Externo – Área Especializada – Especialidade Tecnologia da Informação – Orientação Sistemas de TI |
Q2341040
Inglês
Texto associado
Text 1A1-II
Brazil’s first scientific expedition to the Arctic aims to
explore the biodiversity of one of the planet’s coldest territories,
learn more about its ecological importance and its role in global
climate change, and contribute to its preservation.
The Brazilian team of scientists from the University of Brasília
and the Federal University of Minas Gerais has been in the
Svalbard archipelago—a section of the Arctic Circle that belongs
to Norway—since July 8.
According to the expert, research in the region is crucial in
monitoring relevant developments in Brazil as well as worldwide.
“What happens here in the Arctic affects Brazil, so we should
have the right to speak and vote, which is not happening.”
Brazil is the only among the ten largest global economies
without a voice on issues related to the region. Therefore,
Brazil’s scientific presence in the Arctic—a region covering
more than 16 million square kilometers—can prove significant
for the inclusion of the nation as an observer member of the
Arctic Council, the international cooperation body on
environmental strategies for the territory. The country should also
join the Svalbard Treaty, which not only recognizes Norway’s
sovereignty over the archipelago, but also grants access to the
area’s resources for signatory nations.
Internet: <agenciabrasil.ebc.com.br> (adapted).
According to text 1A1-II, judge the following item.
The first Brazilian expedition to the Arctic, as presented in
the first paragraph, has a threefold objective.
Ano: 2023
Banca:
CESPE / CEBRASPE
Órgão:
TC-DF
Prova:
CESPE / CEBRASPE - 2023 - TC-DF - Auditor de Controle Externo – Área Especializada – Especialidade Tecnologia da Informação – Orientação Sistemas de TI |
Q2341039
Inglês
Texto associado
Internet: <comicskingdom.com/>.
Judge the item below according to the previous comic strip.
The expression “Bear in mind” (third box) is a synonym of
overlook.
Ano: 2023
Banca:
SELECON
Órgão:
SEDUC-MT
Prova:
SELECON - 2023 - SEDUC-MT - Professor da Educação Básica - Letras - Língua Inglesa |
Q2335666
Inglês
Texto associado
TEXT:
How do people overcome fossilization and achieve nativelike fluency in second language acquisition?
There are a lot of common misconceptions about fossilization
and language development. It's impossible to correct all of them
in a post here, but I'll address a few that have been mentioned
below.
Fossilization is a stage at which a second language speaker
seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a
reasonable analogy. The comparison wherein "the L2 learner has
his own linguistic system" that's still influenced by L1 and other
things is known as the "interlanguage." The question researchers
cannot conclusively answer is whether or not that "plateau" is
reversible after a certain point, be it age, fluency level, etc., in
order to start making progress again.
Different people are motivated by different things, which range
from need (to pass a test, to get a job, to watch movies without
subtitles, to make friends, etc.) to learning style (preferring to
study from texts, liking/disliking impromptu, small-talk with people
just to practice, preference for/against learning formal rules, and
aptitude). It is easy to remember verb conjugations. There is no
single formula.
Finding someone who can correct your errors tactfully and
effectively most certainly does not need to be demotivating,
depressing or draining whatsoever. I'm a very fluent non-native
speaker of Spanish, and I actively request that my native speaker
(NS) friends correct me when I make a mistake, or use a phrase
that sounds funny in their dialect, etc. How else will I learn?
It's fascinating to learn little details like that now after so many
years. As long as they don't do it in a mocking or condescending
way, or at a socially inappropriate time, why wouldn't I want their
help? Of course, if you correct a beginner every time they try to
utter a sentence, it could be discouraging - and obnoxious - but
everything in moderation.
One of the biggest cognitive challenges is whether or not L2
speakers can learn to consciously notice differences between
their L2 efforts and the way a NS talks. There are decades of
research on this (my own included) and I'll gladly give references
if anyone actually cares. Noticing falls into two broad categories.
First, the ability to "notice the gap," i.e. hear a NS say a
sentence and think, "Hmm, I understand what he meant but I've
never heard that word before; it must mean ___" or "I know what
he meant but it would not have occurred to me to say it that
way; I'll try to remember that for later." The second is the ability
to "notice the hole," i.e. when the L2 learner is trying to speak/
write and realizes that his "interlanguage" lacks a word, sound or
structure needed to accurately convey his own thought. If he can
seek the input necessary to fill the hole, he has a much stronger
chance of acquiring it. The thought processes involved during
that moment are holding the forms (or lack thereof) in working
memory, and the longer it stays there for further processing, the
greater the possibility that it is retained in long-term memory for
later use. The NS interlocutor can help promote noticing through
corrective feedback (also a subject of decades of research, for
which I'm also happy to provide resources if anyone is genuinely
interested.)
I have been using a variety of strategies for years as a language
coach when working with my clients, whether helping IT executives
from India and Egypt learn to write more grammatically accurate
e-mail or helping priests from Nigeria improve prosodic aspects
of their pronunciation (i.e. stress and intonation patterns.)
Each person is different. I have found no evidence to support
the argument that a person who has fossilized cannot begin to
make progress again toward a more target-like L2 use at least
in some areas, with the right motivation, input and effort. The
question is only about how much progress, in what areas, in
how much time, and through what methods.
Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition
Acesso em 22/09/2023
No último parágrafo do texto, os termos from e or são
classificados, respectivamente, como:
Ano: 2023
Banca:
SELECON
Órgão:
SEDUC-MT
Prova:
SELECON - 2023 - SEDUC-MT - Professor da Educação Básica - Letras - Língua Inglesa |
Q2335662
Inglês
Texto associado
TEXT:
How do people overcome fossilization and achieve nativelike fluency in second language acquisition?
There are a lot of common misconceptions about fossilization
and language development. It's impossible to correct all of them
in a post here, but I'll address a few that have been mentioned
below.
Fossilization is a stage at which a second language speaker
seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a
reasonable analogy. The comparison wherein "the L2 learner has
his own linguistic system" that's still influenced by L1 and other
things is known as the "interlanguage." The question researchers
cannot conclusively answer is whether or not that "plateau" is
reversible after a certain point, be it age, fluency level, etc., in
order to start making progress again.
Different people are motivated by different things, which range
from need (to pass a test, to get a job, to watch movies without
subtitles, to make friends, etc.) to learning style (preferring to
study from texts, liking/disliking impromptu, small-talk with people
just to practice, preference for/against learning formal rules, and
aptitude). It is easy to remember verb conjugations. There is no
single formula.
Finding someone who can correct your errors tactfully and
effectively most certainly does not need to be demotivating,
depressing or draining whatsoever. I'm a very fluent non-native
speaker of Spanish, and I actively request that my native speaker
(NS) friends correct me when I make a mistake, or use a phrase
that sounds funny in their dialect, etc. How else will I learn?
It's fascinating to learn little details like that now after so many
years. As long as they don't do it in a mocking or condescending
way, or at a socially inappropriate time, why wouldn't I want their
help? Of course, if you correct a beginner every time they try to
utter a sentence, it could be discouraging - and obnoxious - but
everything in moderation.
One of the biggest cognitive challenges is whether or not L2
speakers can learn to consciously notice differences between
their L2 efforts and the way a NS talks. There are decades of
research on this (my own included) and I'll gladly give references
if anyone actually cares. Noticing falls into two broad categories.
First, the ability to "notice the gap," i.e. hear a NS say a
sentence and think, "Hmm, I understand what he meant but I've
never heard that word before; it must mean ___" or "I know what
he meant but it would not have occurred to me to say it that
way; I'll try to remember that for later." The second is the ability
to "notice the hole," i.e. when the L2 learner is trying to speak/
write and realizes that his "interlanguage" lacks a word, sound or
structure needed to accurately convey his own thought. If he can
seek the input necessary to fill the hole, he has a much stronger
chance of acquiring it. The thought processes involved during
that moment are holding the forms (or lack thereof) in working
memory, and the longer it stays there for further processing, the
greater the possibility that it is retained in long-term memory for
later use. The NS interlocutor can help promote noticing through
corrective feedback (also a subject of decades of research, for
which I'm also happy to provide resources if anyone is genuinely
interested.)
I have been using a variety of strategies for years as a language
coach when working with my clients, whether helping IT executives
from India and Egypt learn to write more grammatically accurate
e-mail or helping priests from Nigeria improve prosodic aspects
of their pronunciation (i.e. stress and intonation patterns.)
Each person is different. I have found no evidence to support
the argument that a person who has fossilized cannot begin to
make progress again toward a more target-like L2 use at least
in some areas, with the right motivation, input and effort. The
question is only about how much progress, in what areas, in
how much time, and through what methods.
Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition
Acesso em 22/09/2023
Dentre as orações condicionais abaixo, todas retiradas
do texto, aquela que é classificada como uma “future real
conditional” é:
Ano: 2023
Banca:
SELECON
Órgão:
SEDUC-MT
Prova:
SELECON - 2023 - SEDUC-MT - Professor da Educação Básica - Letras - Língua Inglesa |
Q2335661
Inglês
Texto associado
TEXT:
How do people overcome fossilization and achieve nativelike fluency in second language acquisition?
There are a lot of common misconceptions about fossilization
and language development. It's impossible to correct all of them
in a post here, but I'll address a few that have been mentioned
below.
Fossilization is a stage at which a second language speaker
seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a
reasonable analogy. The comparison wherein "the L2 learner has
his own linguistic system" that's still influenced by L1 and other
things is known as the "interlanguage." The question researchers
cannot conclusively answer is whether or not that "plateau" is
reversible after a certain point, be it age, fluency level, etc., in
order to start making progress again.
Different people are motivated by different things, which range
from need (to pass a test, to get a job, to watch movies without
subtitles, to make friends, etc.) to learning style (preferring to
study from texts, liking/disliking impromptu, small-talk with people
just to practice, preference for/against learning formal rules, and
aptitude). It is easy to remember verb conjugations. There is no
single formula.
Finding someone who can correct your errors tactfully and
effectively most certainly does not need to be demotivating,
depressing or draining whatsoever. I'm a very fluent non-native
speaker of Spanish, and I actively request that my native speaker
(NS) friends correct me when I make a mistake, or use a phrase
that sounds funny in their dialect, etc. How else will I learn?
It's fascinating to learn little details like that now after so many
years. As long as they don't do it in a mocking or condescending
way, or at a socially inappropriate time, why wouldn't I want their
help? Of course, if you correct a beginner every time they try to
utter a sentence, it could be discouraging - and obnoxious - but
everything in moderation.
One of the biggest cognitive challenges is whether or not L2
speakers can learn to consciously notice differences between
their L2 efforts and the way a NS talks. There are decades of
research on this (my own included) and I'll gladly give references
if anyone actually cares. Noticing falls into two broad categories.
First, the ability to "notice the gap," i.e. hear a NS say a
sentence and think, "Hmm, I understand what he meant but I've
never heard that word before; it must mean ___" or "I know what
he meant but it would not have occurred to me to say it that
way; I'll try to remember that for later." The second is the ability
to "notice the hole," i.e. when the L2 learner is trying to speak/
write and realizes that his "interlanguage" lacks a word, sound or
structure needed to accurately convey his own thought. If he can
seek the input necessary to fill the hole, he has a much stronger
chance of acquiring it. The thought processes involved during
that moment are holding the forms (or lack thereof) in working
memory, and the longer it stays there for further processing, the
greater the possibility that it is retained in long-term memory for
later use. The NS interlocutor can help promote noticing through
corrective feedback (also a subject of decades of research, for
which I'm also happy to provide resources if anyone is genuinely
interested.)
I have been using a variety of strategies for years as a language
coach when working with my clients, whether helping IT executives
from India and Egypt learn to write more grammatically accurate
e-mail or helping priests from Nigeria improve prosodic aspects
of their pronunciation (i.e. stress and intonation patterns.)
Each person is different. I have found no evidence to support
the argument that a person who has fossilized cannot begin to
make progress again toward a more target-like L2 use at least
in some areas, with the right motivation, input and effort. The
question is only about how much progress, in what areas, in
how much time, and through what methods.
Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition
Acesso em 22/09/2023
No quarto parágrafo do texto, o termo whatsoever classifica-se
como:
Ano: 2023
Banca:
IGEDUC
Órgão:
Prefeitura de Surubim - PE
Prova:
IGEDUC - 2023 - Prefeitura de Surubim - PE - Professor II - Língua Inglesa |
Q2334623
Inglês
Julgue o item que se segue.
The sentence “Are these sneakers her’s?” is grammatically correct.
Ano: 2023
Banca:
IGEDUC
Órgão:
Prefeitura de Surubim - PE
Prova:
IGEDUC - 2023 - Prefeitura de Surubim - PE - Professor II - Língua Inglesa |
Q2334621
Inglês
Julgue o item que se segue.
In the sentence “Actually, I don’t know him”, the word
“actually” could be replaced by “currently” without
changing the meaning of the sentence.
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