Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
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Leia o texto a seguir para responder à questão:
Kumaravadivelu’s work on language teaching aims to illustrate the emergence of a postmethod condition in the literature on teaching second/foreign languages, and has what I realize to be a very personalized vision of language teaching.
The different chapters discuss how methods evolved, and then critically assess those methods. A theme emerges that methods and predetermined materials and strategies lack the flexibility to be applied to the many varied contexts of English Language Teaching. Postmethod pedagogies can be differentiated from methods by an emphasis on developing teachers’ skills and flexibility to meet students’ needs. Kumaravadivelu’s critique of methods is the most comprehensive and detailed I have read.
The book is divided into three major sections. The first section describes language as system, discourse and ideology. The second section provides a brief history, description, and assessment of language teaching methods and categorizes them as language-centered, learner-centered, and learningcentered. The third section, Postmethod Perspectives, discusses the parameters of postmethod pedagogy and analyses its challenges and barriers. I found this final section the most compelling reading. The postmethod condition commends strategies to “advance a context-sensitive, locationspecific pedagogy that is based on a true understanding of local linguistic, socio-cultural, and political particularities” (p. 224). An approach to language teaching that embraces such situational criteria is relevant to any teacher’s, researcher’s or attentive student’s awareness of just what is being taught and how.
(https://tesl-ej.org. Adaptado)
Leia o texto a seguir para responder à questão:
Kumaravadivelu’s work on language teaching aims to illustrate the emergence of a postmethod condition in the literature on teaching second/foreign languages, and has what I realize to be a very personalized vision of language teaching.
The different chapters discuss how methods evolved, and then critically assess those methods. A theme emerges that methods and predetermined materials and strategies lack the flexibility to be applied to the many varied contexts of English Language Teaching. Postmethod pedagogies can be differentiated from methods by an emphasis on developing teachers’ skills and flexibility to meet students’ needs. Kumaravadivelu’s critique of methods is the most comprehensive and detailed I have read.
The book is divided into three major sections. The first section describes language as system, discourse and ideology. The second section provides a brief history, description, and assessment of language teaching methods and categorizes them as language-centered, learner-centered, and learningcentered. The third section, Postmethod Perspectives, discusses the parameters of postmethod pedagogy and analyses its challenges and barriers. I found this final section the most compelling reading. The postmethod condition commends strategies to “advance a context-sensitive, locationspecific pedagogy that is based on a true understanding of local linguistic, socio-cultural, and political particularities” (p. 224). An approach to language teaching that embraces such situational criteria is relevant to any teacher’s, researcher’s or attentive student’s awareness of just what is being taught and how.
(https://tesl-ej.org. Adaptado)
Leia os textos para responder à questão.
Text 1
A number of researchers have studied conversations between speakers of English as a Lingua Franca (EFL) and have noted a number of surprising lexico-grammatical characteristics, including:
• Increasing of redundancy by adding “inexistent” prepositions (We have to study about...).
• Pluralisation of nouns which are considered uncountable in native-speaker English (informations, staffs).
• Interchangeable use of the relative pronouns who and which (a book who, a boy which).
• Omission of articles where they are mandatory in nativespeaker English.
The evidence suggests that non-native speakers are not conforming to a native English standard. Truly, they seem to get along perfectly well despite the fact that they miss things out and put things in which ‘they should not do’.
(HARMER, J. The practice of English language teaching. 4th ed, Essex: Pearson Longman. Adaptado)
Text 2
Teaching and learning English as a Lingua Franca (ELF) is probably the most radical and controversial approach to emerge in recent years.
Proponents of ELF have already given some indications of how they think conventional approaches to English as a Foreign Language (EFL) should be changed. Jenkins (2000), for example, argues for different priorities in teaching English pronunciation. Teaching certain pronunciation features (which do not cause intelligibility problems), such as the articulation of ‘th’ as an interdental fricative, appears to be a waste of time whereas other common pronunciation problems (such as simplifying consonant clusters) contribute to problems of understanding.
(GRADOLL, H. English Next. UK: British Council, 2006. Adaptado)
__________ is a strategic, selective reading method in which you focus on the main ideas of a text. This way, you look over a text quickly to get the general idea of it.
The reading method correctly described above is:
Based on the textual and visual elements of the promotional advertisement featured in the advertisement, what is the primary communicative purpose of this text and who is its intended audience?
Within the CEFR mediation scale, this performance corresponds to:
Which pedagogical principle is consistent with this approach?
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The way Michael’s mother reacts to the boy’s statements reflects the view of the nature of language encountered in
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A última fala do quadrinho “Right! Which makes me totally unqualified to teach it”
A public-school English teacher wants to work within Communicative Language Teaching but rejects the idea that communicative teaching requires the complete exclusion of explicit attention to linguistic form. The class objective is to develop students' ability to negotiate information while maintaining sufficient accuracy for successful communication.
Considering Communicative Language Teaching (CLT), select the correct pedagogical arrangement.
Analyze the statements below:
I.Treating English as a lingua franca challenges the idea that legitimate use of the language belongs exclusively to speakers from particular national territories.
II.Linguistic knowledge should be mastered before oral, reading and writing practices, since the BNCC treats grammatical knowledge as a prerequisite for meaningful language use.
III.The intercultural dimension includes reflection on relations among language, identity and culture and on the social effects associated with the global circulation of English.
It is correct to state that:
Select the classroom practice that is most consistent with this approach.
Reading Comprehension
The use of media and digital technologies has transformed English language teaching and learning in Brazil. Teachers can now use videos, podcasts, digital games, social media, online dictionaries, educational platforms, and interactive applications to create more dynamic learning experiences. These resources can provide students with contact with authentic materials and different varieties of English used around the world.
However, technology itself does not guarantee effective learning. The teacher plays an important role in selecting appropriate resources and connecting them to clear learning objectives. Digital tools should be used as pedagogical resources rather than simply as entertainment. For example, a teacher may use a video to develop listening comprehension, followed by a discussion that encourages students to express their opinions in English.
Technology can also support collaboration and student autonomy. Online projects may allow students to work together, communicate with other learners, and produce multimodal texts combining words, images, sounds, and videos. In addition, students can access English-language materials outside the classroom, creating opportunities for continuous learning.
Despite these possibilities, the use of technology in Brazilian schools also presents challenges. Unequal access to devices and reliable internet connections can create educational inequalities. Teachers may also need training to integrate digital resources effectively into their pedagogical practices.
Therefore, the meaningful use of technology requires not only access to digital tools but also critical planning, teacher mediation, and consideration of students’ social and educational contexts.
Match column 1 with the correct meanings of the words from the text in column 2.
Column 1 Words
1. support
2. resource
3. develop
4. reliable
5. provide
Column 2 Meanings
( ) able to be trusted.
( ) grow or progress.
( ) to hold something up from underneath.
( ) to give something that is needed or wanted.
( ) source of help.
Choose the alternative which presents the correct sequence, from top to bottom.
Reading Comprehension
The use of media and digital technologies has transformed English language teaching and learning in Brazil. Teachers can now use videos, podcasts, digital games, social media, online dictionaries, educational platforms, and interactive applications to create more dynamic learning experiences. These resources can provide students with contact with authentic materials and different varieties of English used around the world.
However, technology itself does not guarantee effective learning. The teacher plays an important role in selecting appropriate resources and connecting them to clear learning objectives. Digital tools should be used as pedagogical resources rather than simply as entertainment. For example, a teacher may use a video to develop listening comprehension, followed by a discussion that encourages students to express their opinions in English.
Technology can also support collaboration and student autonomy. Online projects may allow students to work together, communicate with other learners, and produce multimodal texts combining words, images, sounds, and videos. In addition, students can access English-language materials outside the classroom, creating opportunities for continuous learning.
Despite these possibilities, the use of technology in Brazilian schools also presents challenges. Unequal access to devices and reliable internet connections can create educational inequalities. Teachers may also need training to integrate digital resources effectively into their pedagogical practices.
Therefore, the meaningful use of technology requires not only access to digital tools but also critical planning, teacher mediation, and consideration of students’ social and educational contexts.
Analyze the following affirmatives about the text.
1. In the final paragraph of the text, a meaningful technology use requires expensive technological equipment in every classroom and total access to digital tools.
2. The statement that best reflects the author’s position on technology in English language education in Brazil is that technology offers important opportunities, but its educational value depends on how it is integrated into teaching practices.
3. The challenge related to technology mentioned in the text is about the access to devices and reliable internet can create educational inequalities.
4. Digital technologies can contribute to student autonomy because they help to select appropriate resources and connect them to learning objectives.
Choose the alternative which contains the correct affirmatives:
Reading Comprehension
The use of media and digital technologies has transformed English language teaching and learning in Brazil. Teachers can now use videos, podcasts, digital games, social media, online dictionaries, educational platforms, and interactive applications to create more dynamic learning experiences. These resources can provide students with contact with authentic materials and different varieties of English used around the world.
However, technology itself does not guarantee effective learning. The teacher plays an important role in selecting appropriate resources and connecting them to clear learning objectives. Digital tools should be used as pedagogical resources rather than simply as entertainment. For example, a teacher may use a video to develop listening comprehension, followed by a discussion that encourages students to express their opinions in English.
Technology can also support collaboration and student autonomy. Online projects may allow students to work together, communicate with other learners, and produce multimodal texts combining words, images, sounds, and videos. In addition, students can access English-language materials outside the classroom, creating opportunities for continuous learning.
Despite these possibilities, the use of technology in Brazilian schools also presents challenges. Unequal access to devices and reliable internet connections can create educational inequalities. Teachers may also need training to integrate digital resources effectively into their pedagogical practices.
Therefore, the meaningful use of technology requires not only access to digital tools but also critical planning, teacher mediation, and consideration of students’ social and educational contexts.
Study the sentences below and decide if they are true ( T ) or false ( F ), according to the text.
( ) The main idea of the text is about how digital technologies can contribute to English teaching, but their effectiveness depends on appropriate pedagogical use.
( ) Technology itself does not guarantee effective learning.
( ) The teacher’s role in the use of technology is to allow students to choose any digital resource without guidance.
( ) Multimodal texts(mentioned in the text) are texts that combine different modes, such as words, images, sounds, and videos.
( ) The challenge related to technology mentioned in the text is that digital technologies can’t be used for language teaching.
Choose the alternative which presents the correct sequence, from top to bottom.
The essential English language learning ensures students to develop the skills to communicate effectively in real-life situations.
Read the following affirmatives and decide if they are true ( T ) or false ( F ).
( ) Speaking activities are most effective when students are required to memorize grammatical rules instead of using English for communication.
( ) Reading instruction should encourage students to use strategies such as predicting, skimming, scanning, and identifying the main idea.
( ) Process writing may involve stages such as planning, drafting, revising, editing, and publishing.
( ) Effective language teaching can integrate reading, writing, speaking, and listening around a common topic, text, or communicative task.
Choose the alternative which presents the correct sequence, from top to bottom.
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