Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.182 questões
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503707
Inglês
Texto associado
Question must be answered based on the following text.
The internationalization of Brazilian public education requires tools that bridge the
gap between traditional English language teaching and the demands of global
communication. Digital platforms like ePals.com offer structured intercultural
exchanges, combining language learning with the development of digital literacies
and multimodal communication skills. These technologies enable authentic
interactions while addressing national curricular goals, provided they are
implemented with careful pedagogical mediation and alignment with Brazil's
educational framework.
Adapted from: SANTIAGO, M. E. V.;DIAS, R. Using ePals.com in English classes: A tool for
internationalization of public elementary education in Brazil. Available at:
https://revistas.pucsp.br/esp/article/view/38051.
Identify the alternative below that describes how the integration of platforms like ePals.com address the
challenge of internationalizing English language teaching in Brazilian public schools while meeting
contemporary educational demands:
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503706
Inglês
Texto associado
Question must be answered based on the following text.
Digital technologies have revolutionized language teaching by providing access to
diverse textual genres and authentic communication contexts. Through virtual
environments, learners engage with real-world language use while developing both
language skills and genre awareness. This approach aligns with contemporary
educational principles that emphasize contextualized, communicative learning while
maintaining the crucial role of the teacher in guiding the process.
Adapted from: DOS SANTOS, Roberto-Márcio; COURA-SOBRINHO, Jerônimo. Computers in the
teaching of English as a foreign language: access to diversity of textual genres and language skills.
Available at: https://dl.ifip.org/db/conf/wcce/wcce2009/SantosS09.pdf.
According to Dos Santos and Coura-Sobrinho’s article, select the statement below that most accurately
reflects contemporary pedagogical values of digital textual genres in English language teaching:
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503703
Inglês
Texto associado
Question must be answered based on the following text.
Genre based teaching sees text as discourse, or as the way we use language to
communicate, to achieve purposes in particular situations. It is anchored on the idea
that one needs to understand and use language to achieve social purposes in a
given context. [...] Teaching learners to recognize, analyze and produce written
genres will help them participate in academic, occupational and social context in
the real world. A genre-based approach to the teaching of writing should focus on
identifying how texts work as communication, regarding forms of language as
located in social action. This focus on language forms does not imply a focus on
grammar, which is detached from meaning and use, but knowledge of grammar that
would allow learners to manipulate language in an effective way.
Adapted from: CARNEIRO, Marisa Mendonça; OLIVEIRA, Ana Larissa Adorno Marciotto. Writing as a social enterprise:
sample in-class activities of a genre-based approach to teaching English as a foreign language. Available at:
https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8650768.
In Carneiro and Oliveira’s article on the genre-based approach to ELT, choose one of the instructional
practices below that best reflects the principles: “texts work as communication” and “language forms are
located in social action”.
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503700
Inglês
Texto associado
Question must be answered based on the following text.
The integration of technology into English language teaching presents a variety of
challenges that must be carefully considered. These challenges can range from
technical difficulties, such as unreliable internet connections, to pedagogical issues,
including the need for teachers to develop new skills and adjust their teaching
methods. Furthermore, there are logistical hurdles such as ensuring that all students
have access to the necessary devices. As technology becomes an increasingly
important tool in education, teachers must adapt to these challenges in order to
make the most of the potential benefits.
Adapted from: BOWER, Matt. Design of Technology-Enhanced Learning:
Integrating Research and Practice. Emerald Group Publishing, 2017.
According to the passage from Matt Bower’s work, choose the statement that best reflects the challenges
associated with integrating technology in English language teaching:
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503694
Inglês
Texto associado
Question must be answered based on the following passage.
English for Specific Purposes (ESP) courses are designed for learners who require English for specific academic or professional fields. According to Hutchinson and Waters (1987, p. 12), “the purpose of an ESP course is to enable learners to function adequately in a target situation”.
Adapted from: HUTCHINSON, T.; WATERS, A. English for Specific Purposes: A learning-centred approach. Cambridge: Cambridge University Press, 1987.
In this perspective, ESP courses include
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503693
Inglês
Texto associado
Question must be answered based on the following text.
The term methods, as currently used in the literature on second and foreign
language (L2) teaching, does not refer to what teachers actually do in the
classroom; rather, it refers to established methods conceptualized and constructed
by experts in the field. The exact number of methods that are commonly used is
unclear. A book published in the mid sixties, for instance, provides a list of fifteen
“most common” types of methods “still in use in one form or another in various parts
of the world” (Mackey, 1965, p. 151). Two books published in the mid eighties
(Larsen-Freeman, 1986; and Richards and Rodgers, 1986)—which have longoccupied the top two ranks among the books prescribed for methods classes in the
United States—provide, between them, a list of eleven methods that are currently
used. They are (in alphabetical order): Audiolingual Method, Communicative
Methods, Community Language Learning, Direct Method, Grammar-Translation
Method, Natural Approach, Oral Approach, Silent Way, Situational Language
Teaching, Suggestopedia, and Total Physical Response.
It would be wrong to assume that these eleven methods provide eleven different
paths to language teaching. In fact, there is considerable overlap in their theoretical
as well as practical approaches to L2 learning and teaching. Sometimes, as Wilga
Rivers (1991, p. 283) rightly points out, what appears to be a radically new method
is more often than not a variant of existing methods presented with “the fresh paint
of a new terminology that camouflages their fundamental similarity.” It is therefore
useful, for the purpose of analysis and understanding, to cluster these methods in
terms of certain identifiable common features. One way of doing that is to classify
them as (a) language-centered methods, (b) learner-centered methods, and (c)
learning-centered methods.
Adapted from: Kumaravadivelu, B. Beyond Methods: Macrostrategies for language teaching.
Haven and London: Yale University Press, 2003.
Language methods provide different paths to language teaching. Thus, Language-Centered Methods
Ano: 2025
Banca:
FUNCERN
Órgão:
IF-RN
Prova:
FUNCERN - 2025 - IF-RN - Professor EBTT - Área: Língua Inglesa |
Q3503692
Inglês
Texto associado
Question must be answered based on the following text.
The term methods, as currently used in the literature on second and foreign
language (L2) teaching, does not refer to what teachers actually do in the
classroom; rather, it refers to established methods conceptualized and constructed
by experts in the field. The exact number of methods that are commonly used is
unclear. A book published in the mid sixties, for instance, provides a list of fifteen
“most common” types of methods “still in use in one form or another in various parts
of the world” (Mackey, 1965, p. 151). Two books published in the mid eighties
(Larsen-Freeman, 1986; and Richards and Rodgers, 1986)—which have longoccupied the top two ranks among the books prescribed for methods classes in the
United States—provide, between them, a list of eleven methods that are currently
used. They are (in alphabetical order): Audiolingual Method, Communicative
Methods, Community Language Learning, Direct Method, Grammar-Translation
Method, Natural Approach, Oral Approach, Silent Way, Situational Language
Teaching, Suggestopedia, and Total Physical Response.
It would be wrong to assume that these eleven methods provide eleven different
paths to language teaching. In fact, there is considerable overlap in their theoretical
as well as practical approaches to L2 learning and teaching. Sometimes, as Wilga
Rivers (1991, p. 283) rightly points out, what appears to be a radically new method
is more often than not a variant of existing methods presented with “the fresh paint
of a new terminology that camouflages their fundamental similarity.” It is therefore
useful, for the purpose of analysis and understanding, to cluster these methods in
terms of certain identifiable common features. One way of doing that is to classify
them as (a) language-centered methods, (b) learner-centered methods, and (c)
learning-centered methods.
Adapted from: Kumaravadivelu, B. Beyond Methods: Macrostrategies for language teaching.
Haven and London: Yale University Press, 2003.
Comprehensible input - spoken language that is understandable to the learner - or just a little beyond the
learner’s level; basic interpersonal communication skills and the belief that learners benefit from delaying
production until speech “emerges” are characteristics of
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502696
Inglês
In English language teaching, the use of new technologies,
new languages, and modes of interaction to research, select,
share, position oneself, and produce meaning is part of
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502695
Inglês
In foreign language teaching practices, the language in
use leads to the study of its specific characteristics. Select the
alternative that encompasses these characteristics.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502691
Inglês
In foreign language teaching, the translation process
is guided by two key factors. Select the alternative that
encompasses these two elements.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502686
Inglês
The expansion of the concept of literacy, also conceived
within the social practices of the digital world — where
knowledge of the English language enhances opportunities for
participation and circulation — brings together and intertwines
different semiotic systems and languages (verbal, visual, bodily,
audiovisual) in a continuous process of contextualized, dialogical,
and ideological meaning-making. This is referred to as
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502684
Inglês
In addition to the communicative approach, the English for
Specific Purposes (ESP) approach emerged in the post-war
period, now referred to as the Languages for Specific Purposes
(LSP) approach, which presents three distinctive features. Select
the alternative that encompasses these three elements.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502682
Inglês
The audiolingual approach to language teaching was highly
popular between the 1940s and 1960s, particularly in the United
States, and has its roots in behaviorism and structural linguistics.
Regarding this approach, select the correct statement.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502681
Inglês
The period of technicist education was marked by a strong
presence of English language teaching in schools, with a focus
on workforce qualification for industrial labor. The most common
approach at the time was based on the grammar-translation
method. Select the alternative that describes the methodological
orientation commonly associated with this method.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502680
Inglês
The methodological guidelines, including the ‘Base Nacional
Comum Curricular’ (Brasil, 2017) and, consequently, the state
curricula, define that in teaching and learning relationships
mediated by social practices, the English language is considered
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502679
Inglês
An important methodological approach to working with the
English language in elementary education involves the use of
didactic sequences, which, according to Dolz, Noverraz and
Schneuwly (2010), are
Ano: 2025
Banca:
AMEOSC
Órgão:
Prefeitura de Barra Bonita - SC
Prova:
AMEOSC - 2025 - Prefeitura de Barra Bonita - SC - Professor I e II Língua Estrangeira Inglês |
Q3494289
Inglês
A teacher is planning a unit on environmental issues in
an English class. She decides to use project-based
learning and digital tools for research and presentation.
Which approach best reflects this planning according to
contemporary pedagogical practices?
Ano: 2025
Banca:
FAU
Órgão:
Prefeitura de Pinhalão - PR
Prova:
FAU - 2025 - Prefeitura de Pinhalão - PR - Professor de Inglês |
Q3492033
Inglês
According to modern ESL teaching approaches, which classroom activity best
integrates the four skills: reading, writing, listening, and speaking?
Ano: 2025
Banca:
FAU
Órgão:
Prefeitura de Pinhalão - PR
Prova:
FAU - 2025 - Prefeitura de Pinhalão - PR - Professor de Inglês |
Q3492018
Inglês
Texto associado
O texto I refere-se à questão.
TEXT I – The Role of Motivation in Learning English as a Second Language
Learning English as a second language can be a long and challenging process. Students
often face difficulties such as unfamiliar grammar rules, pronunciation differences, and vocabulary
gaps. However, one factor that significantly affects success in learning is motivation. Motivated
students tend to participate more actively in class, complete assignments, and practice the
language outside the classroom.
There are two main types of motivation: intrinsic and extrinsic. Intrinsic motivation comes
from the student’s internal desire to learn, such as personal interest in English culture or the joy of
learning new languages. On the other hand, extrinsic motivation is related to external rewards, like
passing an exam, getting a job promotion, or meeting school requirements. Both types of
motivation play an important role in language learning.
Teachers can use different strategies to increase student motivation. One effective method
is to create engaging and meaningful activities. For example, using real-life situations like roleplays, interviews, or debates can make students feel that what they are learning is useful and
relevant. Also, providing positive feedback and celebrating small achievements helps build student
confidence and encourages continuous effort.
Another essential factor is setting realistic goals. When students see progress over time,
such as learning a certain number of new words per week or being able to hold a short
conversation, they feel more motivated to continue. Clear and achievable targets make the
learning process less overwhelming and more enjoyable.
Finally, it is important for teachers to understand the individual needs and interests of their
students. Adapting lessons to include topics that students enjoy, such as music, movies, or travel,
can make classes more dynamic and inspiring. Motivation is not something fixed; it can grow with
the right teaching approach and a supportive classroom environment.
Which strategy is mentioned in the text as a way to increase student motivation in the
ESL classroom?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de São João do Rio do Peixe - PB
Prova:
EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |
Q3482498
Inglês
Texto associado
TEXT 1
NATIVE-SPEAKERISM
Framing the Issue
Native-speakerism is an ideology that upholdsthe idea that
so-called “native speakers” are the best models and
teachers of English because they represent a “Western
culture” from which spring the ideals both of English and
of the methodology for teaching it (Holliday, 2005, p. 6).
As an ideology, it is a system of ideas that represents a
distorted worldview that supports a particular vested
interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the
so-called “native speaker” brand. The realization that this
is an ideologically constructed brand derives from
Phillipson’s (1992) linguistic imperialism thesis that the
concept of the “native speaker” as a superior model and
teacher was explicitly constructed by American and British aid agencies in the 1960s to support their agenda of
spreading English as a global product.
Further indication that the “native speaker” brand is an
ideological construction is that the native-non-native
speaker distinction is not self-evident on technical
linguistic or even nationality grounds. It is instead a
professionally popularized distinction that has been falsely
associated with cultural orientation (Kubota & Lin, 2006).
Teachers who are labeled “native speakers” have been
falsely idealized as organized and autonomous in fitting
with the common yet mistaken description of so-called
“individualist cultures” of the West; while teachers who
are labeled “non-native speakers” are demonized as
deficient in these attributes in fitting with the common yet
mistaken description of so-called “collectivist cultures” of
the non-West (Holliday, 2005, p. 19, citing Kubota,
Kumaravadivelu, Nayar, and Pennycook). The collectivist
stereotype is itself considered to be a Western construction
of non-Western cultural deficiency. An example of this is
a British teacher’s reference to a superior “native speaker”
“birthright” at the same time as criticizing, albeit without
foundation, not only the linguistic and pedagogic
performance, but also the cultural background and
proficiency of his “non-native speaker” colleagues
(Holliday & Aboshiha, 2009, p. 667).
The Othering of teachers who are labeled “non-native
speakers” therefore results in a cultural disbelief—not
believing in their ability to teach English within a Western,
and indeed superficially constructed “learning group
ideal” that is characterized by “active” oral expression,
initiation, self-direction, and students working in groups
and pairs (Holliday, 2005, p. 44). The association of the
“non-native speaker” label with deficiency is also deeply
rooted within a wider and equally mistaken Western
perception that people from non-Western cultural
backgrounds are unable to be critical and self-determined.
Excerpt extracted and adapted from:
https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
Based on Text 1, which institutions contributed to the
creation of the native-speaker model, according to
Phillipson?
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