Questões de Concurso Comentadas sobre aspectos linguísticos | linguistic aspects em inglês

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Q2316850 Inglês

Julgue o item subsequente. 


The phenomenology of word order in syntax transcends surface grammatical rules, delving into intricate underlying semantic and pragmatic relationships. In this context, understanding variations in word order requires not only syntactic knowledge but also a sophisticated appreciation of communicative intentions and idiomatic expression. 

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Q2309603 Inglês

Read the text and answer the following question. 


Cultural behaviour in business 

Much of today's business is conducted across international borders, and while the majority of the global business community might _______ the use of English as a common language, the nuances and expectations of business communication might differ greatly from culture to culture. A lack of understanding of the cultural norms and practices of our business acquaintances can result in unfair judgments, misunderstandings and breakdowns in communication. Here are three basic areas of differences in business etiquette around the world that could help stand you in good stead when you next find yourself working with someone from a different culture. 

Addressing someone 

When discussing this topic in a training course, a German trainee and a British trainee got into a hot debate about _______ it was appropriate for someone with a doctorate to use the corresponding title on their business card. The British trainee maintained that anyone who wasn't a medical doctor expecting to be addressed as 'Dr' was disgustingly pompous and full of themselves. The German trainee, however, argued that the hard work and years of education put into earning that PhD should give them full rights to expect to be addressed as 'Dr'. 

This stark difference in opinion over something that could be conceived as minor and thus easily _______ goes to show that we often attach meaning to even the most mundane practices. When things that we are used to are done differently, it could spark the strongest reactions in us. While many Continental Europeans and Latin Americans prefer to be addressed with a title, for example Mr or Ms and their surname when meeting someone in a business context for the first time, Americans, and increasingly the British, now tend to prefer using their first names. The best thing to do is to listen and observe how your conversation partner addresses you and, if you are still unsure, do not be afraid to ask them how they would like to be addressed. 

Smiling 

A famous Russian proverb states that 'a smile without reason is a sign of idiocy' and a so-called 'smile of respect' is seen as insincere and often regarded with suspicion in Russia. Yet in countries like the United States, Australia and Britain, smiling is often interpreted as a sign of openness, friendship and respect, and is frequently used to break the ice. 

In a piece of research done on smiles across cultures, the researchers found that smiling individuals were considered more intelligent than non-smiling people in countries such as Germany, Switzerland, China and Malaysia. However, in countries like Russia, Japan, South Korea and Iran, pictures of smiling faces were rated as less intelligent than the non-smiling ones. Meanwhile, in countries like India, Argentina and the Maldives, smiling was associated with dishonesty. 

Eye contact 

An American or British person might be looking their client in the eye to show that they are paying full attention to what is being said, but if that client is from Japan or Korea, they might find the direct eye contact awkward or even disrespectful. In parts of South America and Africa, _______ eye contact could also be seen as challenging authority. In the Middle East, eye contact across genders is considered inappropriate, although eye contact within a gender could signify honesty and truthfulness. 

Having an increased awareness of the possible differences in expectations and _______ can help us avoid cases of miscommunication, but it is vital that we also remember that cultural stereotypes can be detrimental to building good business relationships. Although national cultures could play a part in shaping the way we behave and think, we are also largely influenced by the region we come from, the communities we associate with, our age and gender, our corporate culture and our individual experiences of the world. The knowledge of the potential differences should therefore be something we keep at the back of our minds, rather than something that we use to pigeonhole the individuals of an entire nation. 

(Available at: https://learnenglish.britishcouncil.org/skills/reading/c1-reading/cultural-behaviour-business, Accessed September, 2023) 

Choose the option that best fits the blanks. 
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Q2297189 Inglês
TEXT:

Mistakes help you learn
Maija Kozlova
May 19, 2021


It is not uncommon for English language lessons to favour communication over accuracy: real life is nothing like a classroom! In real-life situations, when you make a mistake in the language you are learning, context provides ample information as to what the intended message is. In fact, most of the time, impeccable accuracy is not needed at all! “Don’t worry about making mistakes,” I used to tell my English language students. “Communicating is the most important thing!”


While making mistakes when trying to master a language might seem counter-intuitive, letting learners freely communicate and negotiate meaning is key to success. A learner who communicates a lot while making a few mistakes is much more likely to develop confidence for dealing with real-life situations than a learner who communicates very little because they’re afraid of making any. In communicative language teaching, for example, the teacher is tasked with both encouraging the learner to express themselves and with providing corrective feedback in a way that is not obstructive to communication. 


This means that if a learner says, “I go swimming last night,” it is much more effective to respond with, “Oh, that’s nice, you went swimming. What did you do after?” rather than, “No! You went swimming! Use past simple for past events!” – the former encourages the learner to continue their narrative while the latter is much more likely to make the learner stop in their tracks, re-evaluate the context, and think twice before expressing themselves again in the future, for the fear of making a mistake again. Teachers need to be careful not to parrot back everything the students say in this manner, of course, but the technique can be an effective method of acknowledging the content of a student’s response, while also providing feedback on accuracy.


The importance of the freedom to make mistakes in language learning is also supported by research in psychology, which suggests that learners who try a task without having mastered it completely experience improved retention of new information. A similar experiment in the context of language learning also indicates that the process of making mistakes activates a greater network of related knowledge in the brain, which leads to superior learning outcomes.


It is believed that the key to help learners feel relaxed and ready for communicating freely in the classroom is authenticity. This means that there should be both a real communicative need for a learner to speak and the authentic reaction from those around to what the learner has said.


Here are a few ways of how such authentic communicative interactions can be practiced in the classroom: 


• surround learners with the English language – encourage them to speak to you and each other in English;

• don’t worry about diverging from topics that are not strictly covered in your lesson plan;

• model communication by telling your students stories and anecdotes about your own life and encourage them to do the same;

• let your learners have fun with English – give them colloquial expressions to try and ask them to share some expressions

; • do not overcorrect – make a note of errors and cover it in subsequent lessons;

• avoid the temptation to turn what was intended as speaking practice into a full-on grammar lesson.


While easier said than done, especially when the outcome of an exam is at stake, it is worth remembering that people that our learners might come to interact with outside of the classroom are driven by the natural desire to understand the people they communicate with. This is especially powerful when practiced in the context of a classroom. They set the learners up for success in real-life communication. In other words, when communication is the goal, mistakes are secondary, and that’s real life, isn’t it?


Adapted from: https://wwwcambridgeenglish.org/blog/mistakes-help-you-learnfreedom-to-fail-in-games-and-language-learning/
O alfabeto fonético internacional tem por objetivo tornar mais eficaz a aprendizagem da língua inglesa. A pronúncia da palavra “nothing” possui a representação fonética [n′ʌθiŋ]. A palavra, cuja representação fonética usa um símbolo distinto de “nothing” para representar o som do TH, é:
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Ano: 2023 Banca: Quadrix Órgão: CRT-BA Prova: Quadrix - 2023 - CRT-BA - Assistente de T.I. |
Q2276168 Inglês



 Internet: <www.britannica.com> (with adaptations).

Regarding the text and its linguistics aspects, judge the item below.
The expression “settlers’ food” (line 12) can be correctly rewritten as settlers’s food.
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Q2272371 Inglês
Netherlands: Phone ban announced to stop school disruptions


(1º§) Devices including mobile phones are set to be banned from classrooms to stop them from disrupting learning, the Dutch government has announced. The initiative is being introduced in collaboration with schools and is to take effect at the start of next year.


(2º§) There will be some exceptions, including for students with medical needs or a disability, and for classes focused on digital skills. The ban is not legally enforceable but may become so in the future. "Even though mobile phones are almost intertwined with our lives, they do not belong in the classroom," said Education Minister Robbert Dijkgraaf. "Students must be able to concentrate there and be given every opportunity to learn well. We know from scientific research that mobile phones disrupt this."


(3º§) Various studies have found limiting children's screen time is linked to improved cognition and concentration. Other tech including tablets and smartwatches are also included in the Dutch ban. The government said it would be up to individual schools to agree the exact rules with teachers, parents and pupils - including whether they wanted to completely ban devices __ schools.


(4º§) The scheme is the result of an agreement between the ministry, schools and related organisations. It will be reviewed at the end of the 2024/2025 school year to see how well it had worked and whether a legal ban is needed. The announcement follows a similar decision by Finland last week.


(5º§) Its government announced it would change the law to make it easier __ restrict the use of phones in schools. Other countries, including England and France, have also proposed banning mobile phones to improve learning.


https://www.bbc.com/news/world-europe-66107027 
In the sentence (3º§) "Other tech including tablets and smartwatches are also included in the Dutch ban.," which word contains a voiced fricative sound?
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Q2229149 Inglês
What is the term for a figure of speech in which contradictory terms are used together for emphasis or effect?
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Q2229148 Inglês
In writing, what is the term for the deliberate repetition of a word or phrase at the beginning of successive clauses or sentences?
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Q2229147 Inglês
What is the term for a literary device in which a character's thoughts are presented in a continuous and uninterrupted stream, without any apparent structure or coherence?
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Q2229145 Inglês
"When two vowels go walking, the first one does the talking." - Unknown
Which phonological rule is demonstrated in this quote?
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Q2214991 Inglês
Text 7A2

         When it comes to the vocabulary of languages, is it true, as some suppose, that the vocabularies of so-called primitive languages are too small and inadequate to account for the nuances of the physical and social universes of their speakers? The answer is somewhat complicated. Because the vocabulary of a language serves only the members of the society who speak it, the question to be asked should be: Is a particular vocabulary sufficient to serve the sociocultural needs of those who use the language? When put like this, it follows that the language associated with a relatively simple culture would have a smaller vocabulary than the language of a complex society. Why, for example, should the Inuit people (often known by the pejorative term “Eskimo”) have words for chlorofluoromethane, dune buggy, or tae kwon do when these substances, objects, and concepts play no part in their culture? By the same token, however, the language of a tribal society would have elaborate lexical domains for prominent aspects of the culture although these do not exist in complex societies. The Agta of the Philippines, for example, are reported to have no fewer than thirty-one verbs referring to types of fishing, while in Munich, the terminology for the local varieties of beer is quite extensive, according to strength, color, fizziness, aging, and clarity, the full list exceeding seventy terms.
        However, even though no language spoken today may be labeled primitive, this does not mean that all languages do all things in the same way, or are equally influential in the modern transnational world. The linguistic anthropologist Dell Hymes claims that languages are not functionally equivalent because the role of speech varies from one society to the next. According to Hymes, though all languages “are potentially equal and hence capable of adaptation to the needs of a complex industrial civilization”, only certain languages have actually done so (Hymes 1961:77). These languages are more successful than others not because they are structurally more advanced, but because they happen to be associated with societies in which language is the basis of literature, education, science, and commerce.

Zdenek SALZMANN, James M. STANLAW and Nobuko ADACHI. Language, culture, and society: an introduction to linguistic anthropology. Boulder (CO): Westview Press, 2012. p. 6-7 (adapted).  

Judge the following item concerning text 7A2.


Because of the complex structures of the first sentence of the text, it would be enough to replace the question mark with a full stop at the end of such sentence to make it into a statement.

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Q2210434 Inglês

Stop Wasting Time: A 15-minute Planning Session That Will Save You Hours







(Available at: https://www.classycareergirl.com/5-simple-time-management-tips-for-a-great-week/– textespecially adapted for this test).
Accents aside, English has general pronunciation rules. The final “s” in plural nouns can be pronounced as /s/, /z/, or /ɪz/, like in the words books, keys, and pieces. Relate Column 1 to Column 2, associating the sound represented by the final “s” with the respective words.
Column 1 1. /s/ 2. /z/ 3. /ɪz/
Column 2
( ) Calendars ( ) Bosses. ( ) Tasks
The correct order of filling the parentheses, from top to bottom, is:
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Q2209580 Inglês
Communication involves not only knowing the context and interlocutors but also having knowledge of the linguistic resources available to achieve specific communicative purposes. Linguistic or systemic knowledge refers to the understanding of how language works, including its structure, grammar, vocabulary, and discourse. It involves knowing how to use different types of language in different contexts, such as formal and informal, spoken and written, and different genres, such as narrative, descriptive, and argumentative. Linguistic knowledge also includes an understanding of the relationship between language and meaning, including figurative language, metaphors, and idioms. In short, having linguistic knowledge is an essential aspect of successful communication in any language.

Which of the following is NOT part of linguistic or systemic knowledge? 
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Q2209562 Inglês
In the English language, coherence and cohesion are essential for effective communication. What are the main elements that contribute to coherence and cohesion, and how do they relate to each other in terms of linguistic structure? 
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Q2209560 Inglês
"The communicative approach to language teaching emphasizes the importance of using language for communication in authentic situations. It focuses on developing learners' communicative competence through the integration of language skills such as speaking, listening, reading and writing." 
A abordagem comunicativa para o ensino de línguas enfatiza a importância de usar a língua para comunicação em situações autênticas. Em que consiste a abordagem comunicativa? 
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Q2204597 Inglês

O texto seguinte servirá de base para responder a questão.


(1º§) Arthritis and osteoporosis are long-term conditions that affect your bones. Arthritis causes swelling and inflammation. Osteoporosis develops as a result of decreased bone mass and density, and can lead to fractures.

(2º§) Jane Atkinson looks at ways to keep your bones and joints healthy. Regular, low-impact exercise can help in the battle against joint pain. Nuffield Health has launched a free joint pain programme to help sufferers lead a more independent life - and you don't even need to be a paying member of the gym to join up. As well as exercises, it offers lifestyle tips and uses relaxation techniques to try to help with pain so those affected can sleep.

(3º§) The programme, which lasts six months, has proven results. Of those who completed it, 69 per cent say they have improvements in mobility, pain, general fitness levels and overall quality of life. Among participants who were in such pain they couldn't work, 30 per cent were able to return after week 12. Working out what supplements you need and how much you need is not always easy.

(4º§) Osteo Complete is a bone health complex that includes calcium, vitamin D3, zinc, boron and copper. These elements work together to help maintain your musculoskeletal system, which supports the body and its movements. Vitamin D3 is crucial for the absorption of calcium. The minerals magnesium and zinc contribute to normal protein synthesis, while copper helps maintain connective tissues.

(5º§) These very tasty vanilla-flavoured tablets are a good alternative for people who do not like swallowing pills as you can chew them. 240 chewable tablets, £18.95, healthspan.co.uk.

(6º§) The world has gone mad for collagen. There are different types, but for bone health the best is Type I. It provides structure to your skin, bones, tendons and ligaments. The change is not instant. Take it regularly and it could take a year to achieve the full results, but if you are persistent it does work. I like Correxiko Marine Collagen Type I. It comes from the skin of deep-sea fish, caught off the coast of Canada.

(7º§) It is an unflavoured powder that you bung in water or a coffee. Lisa Snowdon says her menopausal and age-related aches and pains have gone since she started using it. £39.95 for a 42-day supply, correxiko.com.


(adapted) https://www.thesun.co.uk/health/22499522/we-test-p ills-collagen-products-keep-bones-healthy/ (adapted) ts-keeeppboneeshealthy/ k/health/22499522/we-test-pills-collagen-products-keep-bones-healthy/
Which pair of words from the text above have similar sounds but different meanings in different contexts? Select the CORRECT alternative.
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Q2201493 Inglês

Alliteration” is one of the Figures of Speech. Read the alternatives and tick the alliterative one. 

I. The given text was awfully delicious to read.

II. You’re not wrong.

III. The teaching text took theorical troubles. 

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Q2188980 Inglês
Read the quote about error to get familiarized with the topic.
“Mistakes are often divided into errors and slips. Errors happen when learners try to say something that is beyond their current level of language processing. Usually, learners cannot correct errors themselves because they don’t understand what is wrong. Errors play a necessary and important part in language learning. Slips are the result of tiredness, worry or other temporary emotions or circumstances. These kinds of mistakes can be corrected by learners once they realize they have made them.”
(SPRATT; PULLVERNESS; WILLIAMS, 2005, p. 44)
Judge the items below as (T) True or (F) False.
1. There are two main reasons why learners make errors. The first reason is influence from the learner’s first language (L1) on the second language. This is called interference or transfer. Learners may use sound patterns, lexis or grammatical structures from their own language in English. The second reason is because they are unconsciously working out or organizing language, but this process is not yet complete. This kind of error is called a developmental error.
2. Errors in which learners wrongly apply a rule for one item of the language to another item are known as overgeneralization, and as a second language learners’ language ability increases, these kinds of errors also reduce.
3. Errors are part of learner’s interlanguage, which develops and progresses as they learn more. Experts think that interlanguage is an essential and unavoidable stage in language learning. In other words, interlanguage and errors are necessary to language learning.
4. Errors are a natural part of learning. They usually show that learners are learning and that their internal mental processes are working on experimenting with language.
5. Sometimes errors do not disappear, but get fossilized. These fossilized errors may be the result of lack of exposure to the second language and/or of a learner’s lack of motivation to improve their level of accuracy.
Choose the CORRECT sequence.
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Q2188978 Inglês
Applied linguists for a long time have been publishing many books and materials on teaching and learning English as a second and a foreign language. So, in this question, we provoke some reflections about these studies and how they could affect practice in our English classes.
Considering language and background to language learning and teaching, match the topic to its definition. 
( 1 ) Grammar ( 2 ) Lexis ( 3 ) Phonology ( 4 ) Function 
( ) is the study of the sound features used in a language to communicate meaning. ( ) is a reason why we communicate. ( ) describes how we combine, organize and change words and parts of words to make meaning. ( ) is individual words or sets of words that have a specific meaning.
Choose the item with the CORRECT sequence.
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Q2188977 Inglês
“In recent years Content-Based Instruction (CBI) has become increasingly popular as a means of developing linguistic ability. It has strong connections to project work, task-based learning and a holistic approach to language instruction and has become particularly popular within the state school secondary (11 - 16 years old) education sector. It is a kind of approach in which lesson focuses on the topic or subject matter. During the lesson students are focused on learning about something that interests them, from a serious science subject to their favorite pop star or even a topical news story or film”. 
Peachey, N. (2021), disponível em: https://www.teachingenglish.org.uk/article/content-based-instruction, accessed on 15h December 2022.

According to Peachey, judge the items as (T) True or (F) False concerning CBI ADVANTAGES.
I. It can make learning a language more interesting and motivating. Students can use the language to fulfill a real purpose, which can make them both more independent and confident.
II. Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects. So students can also develop a much wider knowledge of the world through CBI, which can feed back into improving and supporting their general educational needs.
III. CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarizing and extracting key information from texts.
IV. The inclusion of a group work element within the framework given can also help students to develop their collaborative skills, which can have great social value. V. Particularly in monolingual classes, the overuse of the students' native language during parts of the lesson can be a problem. Because the lesson isn't explicitly focused on language practice, students find it much easier and quicker to use their mother tongue.
VI. It can be hard to find information sources and texts that lower levels can understand. Also the sharing of information in the target language may cause great difficulties.
Choose the CORRECT sequence.
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Q2188976 Inglês
Teachers in the history of language learning and teaching have faced several methods that have been employed to the course of language teaching and learning, among them, we have faced Communicative Language Teaching (CLT).
Choose the CORRECT item that points the basic premises of this approach.
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Respostas
261: C
262: E
263: C
264: C
265: B
266: E
267: C
268: A
269: B
270: E
271: D
272: C
273: A
274: C
275: D
276: C
277: D
278: A
279: C
280: B