Questões de Concurso
Comentadas sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 1.874 questões
I.Skimming consists of a rapid reading to grasp the general idea or the essence of the text (gist), without focusing on specific details.
II.Scanning is the strategy used when the reader seeks to locate specific information in the text, such as a date, a name, or a number, ignoring the remaining content.
III.Both strategies require word-by-word translation of the text to ensure full comprehension before proceeding.
IV.Skimming should be used exclusively with literary texts, while scanning is restricted to technical texts.
Select the alternative that presents only the CORRECT statements:
I.A estrutura de um email formal geralmente inclui saudações como 'Dear Mr.Ms.' e encerramentos como 'Sincerely' ou 'Best regards'.
II.Em emails informais para amigos, é aceitável o uso de abreviações, gírias e emoticons, refletindo a oralidade na escrita.
III.O campo 'Subject' (Assunto) é opcional em emails profissionais e deve ser deixado em branco para gerar curiosidade.
IV.O ensino de emails deve focar apenas na correção gramatical, ignorando o propósito comunicativo e o público-alvo.
Assinale a alternativa que apresenta somente as proposições CORRETAS:
(__)O 'Pre-listening' serve para ativar o conhecimento prévio dos alunos e gerar motivação sobre o tema.
(__)O 'While-listening' é o momento de focar exclusivamente na análise gramatical das frases ouvidas, pausando a cada palavra.
(__)O 'Post-listening' permite a expansão do tema, integrando o conteúdo ouvido com outras habilidades como a fala ou a escrita.
(__)Atividades de 'Pre-listening' são dispensáveis se o áudio for curto e simples.
Após análise, assinale a alternativa que apresenta a sequência correta dos itens acima, de cima para baixo:
Leia o texto a seguir para responder à questão:
So what languages do I know? I speak English, Spanish, Portuguese, a little French, and a little in a few others. But I would be a bit uncomfortable to say that I ‘know’ all of these languages. The reason for my discomfort is that language learning is such a slow, piece-by-piece process that it is hard to tell when someone has finally ‘arrived’.
In fact, this idea of ‘arriving’ in language is misguided. Language, you see, is more of a journey than a destination, and most learners never feel comfortable saying they have arrived when asked about how much they know. This is especially true because, as in all educational pursuits, the more you learn, the more you are aware of what you do not know.
To illustrate, many of my Asian English learning students studying here in Arizona, U.S., are quite proficient in English. However, when people ask them if they speak English, here are the answers I most often hear:
“I speak okay.”
“I’m not so good.”
“I don’t know.”
The truth is that even these excellent English speakers often feel the distance between them and native-like proficiency. They have accents, they do not know certain words, and they constantly second-guess their grammar. The question “Do you speak a language?” comes out sounding, in their ears, a lot like “Have you mastered the language?”
So how can my foreign students, who by all accounts are doing amazing things in the United States, still feel like they have not arrived? The truth is this: when we focus on mastering a language - perfect pronunciation, complete command of the vocabulary, ability to speak in any and every possible situation -, we are always going to feel insufficient, because by that measure, we all fall short. This way of learning a language is exhausting. A better question than “Do you know the language?” is this: “In the language you are learning, are you creating friendships and experiences?” What I am suggesting is that learners reframe their perspectives. If they are fueled by meeting others, trying new things, and making memories and friendships for themselves, they have a great shot.
I believe that language learning is, at its core, about relationships and experiences – about connecting and learning from those connections. It is my belief that every story (even those who fail) can teach us something about language learning.
(DIXON, S. The language learner guidebook: powerful tools to help you conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado)
Leia o texto a seguir para responder à questão:
So what languages do I know? I speak English, Spanish, Portuguese, a little French, and a little in a few others. But I would be a bit uncomfortable to say that I ‘know’ all of these languages. The reason for my discomfort is that language learning is such a slow, piece-by-piece process that it is hard to tell when someone has finally ‘arrived’.
In fact, this idea of ‘arriving’ in language is misguided. Language, you see, is more of a journey than a destination, and most learners never feel comfortable saying they have arrived when asked about how much they know. This is especially true because, as in all educational pursuits, the more you learn, the more you are aware of what you do not know.
To illustrate, many of my Asian English learning students studying here in Arizona, U.S., are quite proficient in English. However, when people ask them if they speak English, here are the answers I most often hear:
“I speak okay.”
“I’m not so good.”
“I don’t know.”
The truth is that even these excellent English speakers often feel the distance between them and native-like proficiency. They have accents, they do not know certain words, and they constantly second-guess their grammar. The question “Do you speak a language?” comes out sounding, in their ears, a lot like “Have you mastered the language?”
So how can my foreign students, who by all accounts are doing amazing things in the United States, still feel like they have not arrived? The truth is this: when we focus on mastering a language - perfect pronunciation, complete command of the vocabulary, ability to speak in any and every possible situation -, we are always going to feel insufficient, because by that measure, we all fall short. This way of learning a language is exhausting. A better question than “Do you know the language?” is this: “In the language you are learning, are you creating friendships and experiences?” What I am suggesting is that learners reframe their perspectives. If they are fueled by meeting others, trying new things, and making memories and friendships for themselves, they have a great shot.
I believe that language learning is, at its core, about relationships and experiences – about connecting and learning from those connections. It is my belief that every story (even those who fail) can teach us something about language learning.
(DIXON, S. The language learner guidebook: powerful tools to help you conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado)
Leia o texto a seguir para responder à questão:
Brian Tomlinson and Hitomi Masuhara, The Complete Guide to the Theory and Practice of Materials Development for Language Learning
Whenever we look for resources on materials development, it is difficult to find books which bring together theory and practice in an organic manner. This book does precisely that; it provides the practicality of materials development guides and the academic rigour of reports and research studies published in the field.
Tomlinson and Masuhara’s book has three specific aims. First is to help teachers, researchers and students to know, understand and be constructively critical of what has been achieved to date; secondly to help them develop, adapt, use, review and research materials on their own. Finally, while talking most particularly to teachers, the authors highlight that they want the strong opinions and approaches presented in the book to inspire readers to think independently and to develop and apply innovative approaches on their own.
These three aims seem to be very ambitious and that is the feeling you get when you read through the chapters. The book includes everything related to the theory and practice in materials development to date, and advocates that theory must inform practice and vice versa. Each of the fifteen chapters ends with a section which includes recommendations for teachers followed by a ‘What do you think?’ section to encourage them to reflect on their own contexts and teaching experience in them.
Although at times the book seems overwhelming as it attempts to provide everything about materials in language learning, it successfully realizes its aim to address a wide audience from publishers, researchers to teachers.
(https://www.fortell.org. acessado em 02.10.2025. Adaptado)
Leia o texto a seguir para responder à questão:
The term “language practice” refers to activities which involve repetition of the same language point or skill in an environment which is controlled by the framework of the activity. The purpose for language production and the language to be produced are usually predetermined by the task or the teacher. The intention is not to use the language for communication but to strengthen the ability to manipulate a particular language form or function.
Activities centered on “language use”, on the other hand, involve the production of language in order to communicate. The purpose of the activity might be predetermined but the language which is used is determined by the learners.
(TOMLINSON, B. (ed). Material Development in Language Teaching. Cambridge: CUP. 1998/2011. Adaptado)
I."Back-channeling" involves providing vocal or non-verbal cues, such as "uh-huh" or nodding, to show that one is listening without interrupting the speaker.
II."Turn-taking" is the conversational mechanism where one person speaks at a time in an orderly fashion, avoiding long silences or frequent overlaps.
III.The "Maxim of Quality" in Grice's Cooperative Principle states that speakers should be as brief as possible and avoid any complex vocabulary in casual talk.
Which statements are correct:
I- It is a perspective intimately linked to the postmethod condition, constituting a practical application of the principle of possibility aiming at the social transformation of both teachers and students.
II- This perspective adopted in the Brazilian basic education network focus on the student and in the teaching of functional English and is reduced to the instrumental teaching of this language, disregarding the local learning context and the subjects involved in this process.
III- By using Critical Literacy, the teacher will be able to recognize the rich resources that students and families possess, what these students bring to school and how what they bring is or is not valued, recognized and built on the curriculum, in classrooms and in school environments.
IV- The activities developed within this perspective should encompass the reading and discussion of different texts so that, through them, it is possible to provide students with opportunities for critical reflection and transformation in the way they see the world and interact with their reality.
It is correct only what is stated in
Avalie as sentenças abaixo sobre a Base Nacional Comum Curricular.
I- A BNCC prevê que os estudantes desenvolvam competências e habilidades que lhes possibilitem mobilizar e articular conhecimentos dos componentes de Linguagens e suas Tecnologias simultaneamente a dimensões socioemocionais, em situações de aprendizagem que lhes sejam significativas e relevantes para sua formação integral.
II- A BNCC considera os fundamentos básicos de ensino e aprendizagem das Linguagens, que, ao longo de mais de três décadas, têm se comprometido com uma formação voltada a possibilitar uma participação mais plena dos jovens nas diferentes práticas socioculturais que envolvem o uso das linguagens.
III- No Ensino Médio, a contextualização das práticas de linguagem nos diversos campos de atuação permite aos estudantes explorar a presença da unicidade de usos da língua inglesa na cultura digital, nas culturas infantis e em estudos e pesquisas, como também ampliar suas perspectivas em relação à sua vida pessoal e profissional.
IV- Deve-se buscar expandir os repertórios linguísticos, unissemióticos e culturais dos estudantes, possibilitando o desenvolvimento de maior consciência e reflexão críticas das funções e usos do inglês na sociedade contemporânea – permitindo, por exemplo, problematizar com maior criticidade os motivos pelos quais ela se tornou uma língua de uso local.
V- Nas situações de aprendizagem do inglês, os estudantes podem reconhecer o caráter fluido, dinâmico e particular dessa língua, como também as marcas identitárias e de singularidade de seus usuários, de modo a ampliar suas vivências com outras formas de organizar, dizer e valorizar o mundo e de construir identidades.
Está correto apenas o que se afirma em
( ) Speaking or listening are the major focus; little or no systematic attention is paid to reading and writing.
( ) Vocabulary selection is based solely on the reading texts used, and words are taught through bilingual word lists, dictionary study, and memorization.
( ) It views language learning as consisting of little more than memorizing rules and facts in order to understand and manipulate the morphology and syntax of foreign language.
( ) The first language is not maintained as the reference system in the acquisition of the second language, because the student’s native language is not the medium of instruction.
( ) It is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of the target language.
According to the statements, the correct sequence is:
I- Language techniques are not designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes.
II- The role of the teacher is that of facilitator and guide, not an all-knowing bestower of knowledge; students are therefore encouraged to construct meaning through genuine linguistic interaction with others.
III- Students lack opportunities to focus on their own learning process through an understanding of their own styles of learning and through the development of appropriate strategies for autonomous learning.
IV- Fluency and accuracy are seen as complementary principles underlying communicative techniques; at times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.
V- Classroom goals are focused on all the components (grammatical, discourse, functional, sociolinguistic, and strategic) of communicative competence; goals therefore must intertwine the organizational aspects of language with the pragmatic.
It is correct only what is stated in
I- The behavourists viewed imitation and practice as the primary processes in language development.
II- This theory gives great importance to the environment as the source of everything the child needs to learn.
III- Traditional behaviourists hypothesized that when children imitated the language produced by those around them, their attempts to reproduce what they heard received ‘positive reinforcement’.
IV- Encouraged by their environment, children would continue to imitate and practice the sounds and patterns until they formed ‘habits’ of correct language use.
V- According to this view, the quality and quantity of the language the child hears, as well as the consistency of the reinforcement offered by others in the in the environment, would not shape the child’s language behaviour.
It is correct only what is stated in
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