Questões de Concurso
Sobre aspectos linguísticos | linguistic aspects em inglês
Foram encontradas 1.012 questões
Almeida Filho (2005) illustrates in figure 1:
Read the excerpt from TOMLINSON (2011) “Ideally language learners should have strong and consistent motivation and they should also have positive feelings towards the target language, their teachers, their fellow learners and the materials they are using. But, of course, ideal learners do not exist and even if they did exist one day, they would no longer be ideal learners the next day. Each class of learners using the same materials will differ from each other in terms of long- and short-term motivation and of feelings and attitudes about the language, their teachers, their fellow learners and their learning materials, and of attitudes towards the language, the teacher and the materials. Obviously no materials developer can cater for all these affective variables, but it is important for anybody who is writing learning materials to be aware of the inevitable attitudinal differences of the users of the materials.”
What can be concluded from the text about
materials to teach languages is that their developers
should take into account that:
“Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Organizational language forms are not the central focus, but rather aspects of language that enable the learner to accomplish these purposes.” (BROWN, 2007).
The previous statement is a reference to:
TEXT I
Critical Literacy, EFL and Citizenship
We believe that a sense of active citizenship needs to be developed and schools have an important role in the process. If we agree that language is discourse, and that it is in discourse that we construct our meanings, then we may perceive the foreign language classrooms in our schools as an ideal space for discussing the procedures for ascribing meanings to the world. In a foreign language we learn different interpretive procedures, different ways to understand the world. If our foreign language teaching happens in a critical literacy perspective, then we also learn that such different ways to interpret reality are legitimized and valued according to socially and historically constructed criteria that can be collectively reproduced and accepted or questioned and changed. Hence our view of the EFL classroom, at least in Brazil, as an ideal space for the development of citizenship: the EFL classrooms can adopt a critical discursive view of reality that helps students see claims to truth as arbitrary, and power as a transitory force which, although being always present, is also in permanent change, in a movement that constantly allows for radical transformation. The EFL classroom can thus raise students’ perception of their role in the transformation of society, once it might provide them with a space where they are able to challenge their own views, to question where different perspectives (including those allegedly present in the texts) come from and where they lead to. By questioning their assumptions and those perceived in the texts, and in doing so also broadening their views, we claim students will be able to see themselves as critical subjects, capable of acting upon the world.
[…]
We believe that there is nothing wrong with using the mother tongue in the foreign language classroom, since strictly speaking, the mother tongue is also foreign - it’s not “mine”, but “my mother’s”: it was therefore foreign as I first learned it and while I was learning to use its interpretive procedures. When using critical literacy in the teaching of foreign languages we assume that a great part of the discussions proposed in the FL class may happen in the mother tongue. Such discussions will bring meaning to the classroom, moving away from the notion that only simple ideas can be dealt with in the FL lesson because of the students’ lack of proficiency to produce deeper meanings and thoughts in the FL. Since the stress involved in trying to understand a foreign language is eased, students will be able to bring their “real” world to their English lessons and, by so doing, discussions in the mother tongue will help students learn English as a social practice of meaning-making.
(Source: Adapted from JORDÃO, C. M. & FOGAÇA, F. C. Critical Literacy in
The English Language Classroom. DELTA, vol. 28, no 1, São Paulo, p. 69-84,
2012. Retrieved from http://www.scielo.br/pdf/delta/v28n1a04.pdf).
TEXT I
Critical Literacy, EFL and Citizenship
We believe that a sense of active citizenship needs to be developed and schools have an important role in the process. If we agree that language is discourse, and that it is in discourse that we construct our meanings, then we may perceive the foreign language classrooms in our schools as an ideal space for discussing the procedures for ascribing meanings to the world. In a foreign language we learn different interpretive procedures, different ways to understand the world. If our foreign language teaching happens in a critical literacy perspective, then we also learn that such different ways to interpret reality are legitimized and valued according to socially and historically constructed criteria that can be collectively reproduced and accepted or questioned and changed. Hence our view of the EFL classroom, at least in Brazil, as an ideal space for the development of citizenship: the EFL classrooms can adopt a critical discursive view of reality that helps students see claims to truth as arbitrary, and power as a transitory force which, although being always present, is also in permanent change, in a movement that constantly allows for radical transformation. The EFL classroom can thus raise students’ perception of their role in the transformation of society, once it might provide them with a space where they are able to challenge their own views, to question where different perspectives (including those allegedly present in the texts) come from and where they lead to. By questioning their assumptions and those perceived in the texts, and in doing so also broadening their views, we claim students will be able to see themselves as critical subjects, capable of acting upon the world.
[…]
We believe that there is nothing wrong with using the mother tongue in the foreign language classroom, since strictly speaking, the mother tongue is also foreign - it’s not “mine”, but “my mother’s”: it was therefore foreign as I first learned it and while I was learning to use its interpretive procedures. When using critical literacy in the teaching of foreign languages we assume that a great part of the discussions proposed in the FL class may happen in the mother tongue. Such discussions will bring meaning to the classroom, moving away from the notion that only simple ideas can be dealt with in the FL lesson because of the students’ lack of proficiency to produce deeper meanings and thoughts in the FL. Since the stress involved in trying to understand a foreign language is eased, students will be able to bring their “real” world to their English lessons and, by so doing, discussions in the mother tongue will help students learn English as a social practice of meaning-making.
(Source: Adapted from JORDÃO, C. M. & FOGAÇA, F. C. Critical Literacy in
The English Language Classroom. DELTA, vol. 28, no 1, São Paulo, p. 69-84,
2012. Retrieved from http://www.scielo.br/pdf/delta/v28n1a04.pdf).
Read text 1 and answer questions 16 and 17.
TEXT 1
Kofi Annan, the seventh secretary general of the United Nations, who died on Saturday at 80, was always complicated. His legacy is as complicated as he was. The first sub-Saharan African to lead the global organization and the first UN staffer to rise through the ranks to a leadership post that had always gone to someone from the outside, he was a reserved yet engaging diplomat. He consistently expressed a powerful level of concern for global poverty and human rights, as well as a human decency that often distinguished him from his imperious predecessors.
https://www.thenation.com/article/remembering-kofi-annan/
Access on August 22nd, 2018.
In the sentence ‘he was a reserved yet engaging diplomat’,
Instruction: Answer questions 36 to 40 based on the following text.
Klingon to Dothraki: Invented languages gain popularity
- The idea of invented languages is not new. People have been trying to create new tongues
- for a long time. One of the most famous examples is Esperanto, created by Ludwik Zamenhof
- in 1887 which he hoped would become __ globally spoken unifying language. The fact that it
- is based on 16 very simple rules and took words from languages already present makes it very
- easy to learn. This was a conscious decision by Zamenhof who hoped that if everyone spoke
- one language, there would be fewer wars and conflicts.
- So far, none of the existing constructed languages has achieved a large number of
- speakers. Klingon, the invented language of Star Trek has around 20-30 speakers. Na’vi, the
- language created for the movie “Avatar” has one fluent speaker, 10 intermediate speakers,
- and over forty novices. Dothraki, which was crafted specifically for __ series Game of Thrones,
- boasts seven intermediate speakers and around a hundred novices. For now, Garadálava has
- exactly one speaker: Fynn Schlemminger himself.
- However Esperanto is a notable exception: it’s estimated that the language has around
- some 1,000 native speakers, and many parents teach it to their children. TV series, movies,
- books, and especially the Internet have given invented languages a chance like never before.
- According to the BBC, Esperanto, which was created almost exactly 100 years ago, is currently
- experiencing a boost, mostly thanks to the language learning app Duolingo, and a highly
- engaged online community. Wikipedia is also available in this language.
- With the amount of time and effort it takes to learn a new language, it is rather unlikely
- that __ invented tongue will achieve world domination in the same way English has. But it is
- clear that there is rising interest in creating new languages. “Yes, there might be more of them
- in the future, or more people will try their hand at it,” said Carpenter.
Fonte: adaptado de http://www.euronews.com/2018/04/25/from-klingon-to-dothraki-is-inventing-your-own-language-that-hard-
Analyse the following statements:
I. ‘So far’ (l.07) could be replaced by Up to this time.
II. The expression ‘However’ (l.13) introduces a statement that contrast with what has been said.
III. ‘But’ (l.20) introduces an impossibility and could be replaced by Thus.
Which ones are INCORRECT?
Instruction: Answer questions 36 to 40 based on the following text.
Klingon to Dothraki: Invented languages gain popularity
- The idea of invented languages is not new. People have been trying to create new tongues
- for a long time. One of the most famous examples is Esperanto, created by Ludwik Zamenhof
- in 1887 which he hoped would become __ globally spoken unifying language. The fact that it
- is based on 16 very simple rules and took words from languages already present makes it very
- easy to learn. This was a conscious decision by Zamenhof who hoped that if everyone spoke
- one language, there would be fewer wars and conflicts.
- So far, none of the existing constructed languages has achieved a large number of
- speakers. Klingon, the invented language of Star Trek has around 20-30 speakers. Na’vi, the
- language created for the movie “Avatar” has one fluent speaker, 10 intermediate speakers,
- and over forty novices. Dothraki, which was crafted specifically for __ series Game of Thrones,
- boasts seven intermediate speakers and around a hundred novices. For now, Garadálava has
- exactly one speaker: Fynn Schlemminger himself.
- However Esperanto is a notable exception: it’s estimated that the language has around
- some 1,000 native speakers, and many parents teach it to their children. TV series, movies,
- books, and especially the Internet have given invented languages a chance like never before.
- According to the BBC, Esperanto, which was created almost exactly 100 years ago, is currently
- experiencing a boost, mostly thanks to the language learning app Duolingo, and a highly
- engaged online community. Wikipedia is also available in this language.
- With the amount of time and effort it takes to learn a new language, it is rather unlikely
- that __ invented tongue will achieve world domination in the same way English has. But it is
- clear that there is rising interest in creating new languages. “Yes, there might be more of them
- in the future, or more people will try their hand at it,” said Carpenter.
Fonte: adaptado de http://www.euronews.com/2018/04/25/from-klingon-to-dothraki-is-inventing-your-own-language-that-hard-
Consider the following statements:
I. ‘an’ correctly fills in the blank of line 03.
II. In order to correctly fill in the blank of line 10, it should be used ‘a’.
III. In line 20, the blank should be filled with ‘the’.
Which ones are INCORRECT?
Instruction: Answer questions 31 to 35 based on the following text.
German student invents own language
- Fynn Schlemminger _____ exactly what he wanted to do for his A-levels special project:
- create a language from scratch. And that’s exactly what he did. The invented language is
- called Garadálava, and, according to its creator, it is unique. “The premise of creating
- Garadálava was to make it unlike any spoken language. I came up with a phonology people
- usually interpret as harsh or pointed, featuring some guttural sounds and a very unmelodious
- tone,” he explained.
- All languages are, to a point, constructed because they went through corrections and
- reforms over time. However, there is one main difference according to a professor of linguistics
- at Wellesley College. Angela Carpenter, who has been teaching a course on invented languages
- since 2010, said the main difference is that “an invented language originates in someone's
- mind and is developed and expanded upon mostly by that person. A natural language ______
- within a speech community, usually from another language, dialect or creole, over a period of
- time.”
- When Schlemminger began working on Garadálava, he started with a sketch, an idea of
- how the language should sound and feel like.
- “You begin with the more superficial things, the shape of the language so to speak, some
- basic words, a sound inventory, sentence order. After that you simply go into more detail and
- mostly rotate between making up words and grammar rules, until you are done,” he said to
- Euronews. To him, the experience of creating a language was not unlike making a sculpture,
- creating a work of art.
- “Inventing a language is a very creative process that also requires knowledge of linguistic
- structures to make it a viable language. Having to create your own language really ______
- you to understand linguistic structure and the complex nature of language communication,”
- explained Carpenter.
Fonte: adaptado de http://www.euronews.com/2018/04/25/from-klingon-to-dothraki-is-inventing-your-own-language-that-hard-
Consider sentences from the text; then analyse the following statements:
I. A possible synonym of ‘harsh’ (l. 05) is ‘rough’, considering the context of the sentence.
II. Considering the context, ‘who has been teaching’ (l.09) should be translated to ‘que têm ensinado’.
III. Although it has a gerund form, ‘having’ (l.22) is classified as an adjective.
Which ones are correct?
Instruction: Answer questions 31 to 35 based on the following text.
German student invents own language
- Fynn Schlemminger _____ exactly what he wanted to do for his A-levels special project:
- create a language from scratch. And that’s exactly what he did. The invented language is
- called Garadálava, and, according to its creator, it is unique. “The premise of creating
- Garadálava was to make it unlike any spoken language. I came up with a phonology people
- usually interpret as harsh or pointed, featuring some guttural sounds and a very unmelodious
- tone,” he explained.
- All languages are, to a point, constructed because they went through corrections and
- reforms over time. However, there is one main difference according to a professor of linguistics
- at Wellesley College. Angela Carpenter, who has been teaching a course on invented languages
- since 2010, said the main difference is that “an invented language originates in someone's
- mind and is developed and expanded upon mostly by that person. A natural language ______
- within a speech community, usually from another language, dialect or creole, over a period of
- time.”
- When Schlemminger began working on Garadálava, he started with a sketch, an idea of
- how the language should sound and feel like.
- “You begin with the more superficial things, the shape of the language so to speak, some
- basic words, a sound inventory, sentence order. After that you simply go into more detail and
- mostly rotate between making up words and grammar rules, until you are done,” he said to
- Euronews. To him, the experience of creating a language was not unlike making a sculpture,
- creating a work of art.
- “Inventing a language is a very creative process that also requires knowledge of linguistic
- structures to make it a viable language. Having to create your own language really ______
- you to understand linguistic structure and the complex nature of language communication,”
- explained Carpenter.
Fonte: adaptado de http://www.euronews.com/2018/04/25/from-klingon-to-dothraki-is-inventing-your-own-language-that-hard-
Consider the following statements.
I. The plural of the words ‘sketch’ (l.14) and ‘inventory’ (l.17) follow the same spelling rule.
II. To turn a singular sentence into plural, one has to both nouns and adjectives.
III. The main rule of verb agreement in the third person singular is to add –s, as it is the case in ‘go’ (l.17).
Which ones are INCORRECT?
Instruction: Answer questions 31 to 35 based on the following text.
German student invents own language
- Fynn Schlemminger _____ exactly what he wanted to do for his A-levels special project:
- create a language from scratch. And that’s exactly what he did. The invented language is
- called Garadálava, and, according to its creator, it is unique. “The premise of creating
- Garadálava was to make it unlike any spoken language. I came up with a phonology people
- usually interpret as harsh or pointed, featuring some guttural sounds and a very unmelodious
- tone,” he explained.
- All languages are, to a point, constructed because they went through corrections and
- reforms over time. However, there is one main difference according to a professor of linguistics
- at Wellesley College. Angela Carpenter, who has been teaching a course on invented languages
- since 2010, said the main difference is that “an invented language originates in someone's
- mind and is developed and expanded upon mostly by that person. A natural language ______
- within a speech community, usually from another language, dialect or creole, over a period of
- time.”
- When Schlemminger began working on Garadálava, he started with a sketch, an idea of
- how the language should sound and feel like.
- “You begin with the more superficial things, the shape of the language so to speak, some
- basic words, a sound inventory, sentence order. After that you simply go into more detail and
- mostly rotate between making up words and grammar rules, until you are done,” he said to
- Euronews. To him, the experience of creating a language was not unlike making a sculpture,
- creating a work of art.
- “Inventing a language is a very creative process that also requires knowledge of linguistic
- structures to make it a viable language. Having to create your own language really ______
- you to understand linguistic structure and the complex nature of language communication,”
- explained Carpenter.
Fonte: adaptado de http://www.euronews.com/2018/04/25/from-klingon-to-dothraki-is-inventing-your-own-language-that-hard-
Mark the alternative that correctly fills in the blanks of lines 01, 11 and 22, respectively:
QUESTION
Source: https://br.pinterest.com/pin/523332419172769962/
Accessed on 18/06/2018
QUESTION
https://br.pinterest.com/pin/413979390740412979/?lp=
true Accessed on: 22/06/2018
Determine if the following statements about cultural aspects of the language are true or false.
I. In England they say queue and in US they say line.
II. In England they say side walk and in US they say pavement.
III. In England they say post and in US they say mail.
Alternatives:
Determine if the following statements about written and spoken English are true or false:
I. A written text can communicate across time and space for as long as the particular language and writing system is still understood.
II. Speech is usually used for immediate interactions.
III. All grammatical rules are used in speech and all kinds of vocabulary
Alternatives:
If I was him I would have gone to play for a chance.
The sentence should be rewritten correctly according to the option:
Conheça nossos planos