Questões de Concurso
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 2.117 questões
A Base Nacional Comum Curricular (BNCC, 2018) prioriza o foco da função social e política da Língua Inglesa, amplia a visão de letramento e dos multiletramentos e discute abordagens de ensino.
De acordo com a BNCC, quais são os eixos organizadores propostos para o componente Língua Inglesa?
Available at: http://basenacionalcomum.mec.gov.br/abase/#fu ndamental/lingua-inglesa
Implication of teaching English as a lingua franca for the approach to beliefs about language:
The communicative approach has been influential in language teaching since the 1970s. It has been credited with helping to improve learners' communicative competence, and it has led to the development of a number of new teaching methods and materials.
Based on the Communicative Approach, identify the alternative that best reflects the emphasis of this approach in language teaching:
a) Selecting the register which fits the communication situationand the words that best convey the idea one intends to forward.
b) Employing cohesion and coherence resources in oral and written production.
c) Using verbal and nonverbal strategies to mske up for the flops, enhancing effective communication, and reaching higher levels in production and Reading.
d) Knowing and applying modern foreign language as a means/tool to access information, other cultures, and social groups.
Analyse the information given below to answer
Undertanding the language as a means of communication which is predominantly oral, rather than written, considering language teaching inductive, and not necessarily conscious is its base. In terms of pedagogic theory, inductive teaching happens through practice, so that students should be encouraged to answer questions, thus learning how to speak, speaking. Translation must be avoided, therefore, in order to construct understanding, teachers associate lexicon and object, in concrete relationships, what is supposed to lead to abstract ideas, in such a way that those will always be linked to concrete concepts. The sociolinguistic base for teaching is the language employed by native speakers in everyday communicative interactions, that is, in simulations that introduce dialogues, for example, in a restaurant, at the supermarket.
Read Text 1 and answer question.
TEXT 1
English Language Teaching in Brazil:
A Gap in Policy, Problems in Practice
Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.
Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. The Parameters also recommend interdisciplinary work, the implementation of cross-curricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity that can be promoted by the teaching and learning of foreign languages.
However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.
BATISTA, Fernanda. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. 2020. Disponível em: https://files.eric.ed.gov/fulltext/EJ1262339.pdf. Acesso em 30/12/2023 Adaptado.
Read Text 1 and answer question.
TEXT 1
English Language Teaching in Brazil:
A Gap in Policy, Problems in Practice
Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.
Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present progressive ideas about how a foreign language should be taught in the basic education classroom. Such ideas include a social interactionist view of language, which aligns with contemporary research in second language teaching and means a shift from the traditional grammar-translation method largely employed in Brazilian schools in previous decades. The Parameters also recommend interdisciplinary work, the implementation of cross-curricular themes, formative assessment in addition to summative, a value of students’ prior knowledge and position as critical subjects, and, thus, an approach to teaching as negotiation that aims to educate students for the full exercise of citizenship, which includes the notions of respect for difference and diversity that can be promoted by the teaching and learning of foreign languages.
However, the Parameters fail in pointing out the necessary conditions for this teaching and learning process to occur. For example, they acknowledge that reading and writing should be focused on to the detriment of listening and speaking due to the difficulties faced by the teacher in basic education (Brazil, 1998): large classrooms, lack of appropriate resources including class and preparation time for the teacher and opportunities for the students to be exposed to the language outside the classroom, and, in many situations, teachers’ lack of knowledge of the subject matter. Instead, what they should do is to actively propose that a smaller number of students sit in English classes – as it was allowed by LDB 1996 and continues to be so by LDB 2015, that more class and preparation time be granted the teacher, that schools have English resources that students can access to familiarise themselves with the language, and that better teacher education be implemented.
BATISTA, Fernanda. English Language Teaching in Brazil: A Gap in Policy, Problems in Practice. 2020. Disponível em: https://files.eric.ed.gov/fulltext/EJ1262339.pdf. Acesso em 30/12/2023 Adaptado.
l- Na abordagem comunicativa no ensino de inglês, o desenvolvimento da gramática é a principal prioridade, com o objetivo de garantir que os alunos adquiram um conhecimento sólido das regras gramaticais da língua. Embora a comunicação seja valorizada, ela é considerada secundária em relação à precisão gramatical. Portanto, as atividades de sala de aula são projetadas para enfatizar a prática da gramática por meio de exercícios de preenchimento de lacunas, traduções e análise estrutural de frases.
ll- Uma das características-chave da abordagem comunicativa no ensino de inglês é o uso de materiais autênticos, como textos, vídeos e áudios, que refletem a língua em uso real. Esses materiais proporcionam aos alunos uma exposição autêntica à língua, ajudando-os a desenvolver suas habilidades de compreensão auditiva, leitura e interpretação. Ao interagir com esses materiais, os alunos têm a oportunidade de aprender vocabulário contextualizado e estruturas gramaticais em um contexto significativo e relevante.
Ill-. A abordagem comunicativa no ensino de inglês enfatiza a comunicação real em situações autênticas, proporcionando aos alunos oportunidades significativas para desenvolver suas habilidades linguísticas. Ao invés de focar exclusivamente na gramática e no vocabulário, os alunos são encorajados a interagir em atividades que espelham situações da vida real, como diálogos de role-playing, discussões colaborativos. Essa em grupo abordagem e projetos promove uma aprendizagem mais dinâmica e envolvente, em que os alunos se sentem motivados a utilizar a língua de forma prática e funcional.
I- Ao final do semestre, os alunos realizam um exame escrito abrangente que aborda todo o conteúdo ensinado no curso de EFL, incluindo gramática, vocabulário, habilidades de leitura, escrita, compreensão auditiva e expressão oral.
lI- Antes de iniciar uma nova unidade sobre questões ambientais, o professor aplica um teste preliminar para avaliar o conhecimento prévio dos alunos sobre vocabulário relacionado ao meio ambiente e sua capacidade de discutir tópicos ambientais.
IlI- Durante uma atividade de fala em uma aula de inglês como língua estrangeira (EFL), o professor avalia a pronúncia, fluência e uso de vocabulário dos alunos. Após a atividade, o professor dá feedback e sugere maneiras de melhorar.
I- No ensino de inglês, o uso de gêneros textuais é fundamental para promover uma compreensão mais ampla e profunda da linguagem. Ao expor os alunos a uma variedade de textos, como narrativas, artigos de jornal, cartas e ensaios, os professores podem ajudá-los a desenvolver habilidades de leitura crítica, compreensão auditiva e expressão escrita. Além disso, trabalhar com diferentes gêneros textuais permite aos alunos aprenderem sobre as convenções linguísticas e estruturais específicas de cada tipo de texto, preparando-os para comunicarem-se de forma eficaz em situações reais.
lI- Os gêneros textuais no ensino de inglês são uma ferramenta valiosa para promover a aprendizagem significativa e a motivação dos alunos. Ao trabalhar com uma variedade de textos autênticos, os alunos têm a oportunidade de se envolver com temas relevantes e interessantes, desenvolvendo suas habilidades linguísticas de maneira contextualizada. Além disso, o uso de gêneros textuais permite aos professores adaptarem seu ensino às necessidades e interesses individuais dos alunos, tornando a aprendizagem mais personalizada e eficaz.
IlI- O ensino com gêneros textuais abrange principalmente a proficiência na escrita. Os alunos aprendem a se expressar especificamente em contextos acadêmicos, com foco em ensaios, relatórios, artigos e outros textos formais. A instrução enfatiza o desenvolvimento da clareza e precisão gramatical. Os professores oferecem oportunidades para os alunos praticarem a escrita para fins acadêmicos, incentivando o pensamento discursivo e crítico.
I Identificar o lugar de si como falante de língua estrangeira pertencente a um país monolingue, refletindo, criticamente, sobre como a aprendizagem da língua inglesa contribui para a inserção desse país no mundo globalizado, inclusive no que concerne ao mundo do trabalho.
lI- Comunicar-se na língua inglesa, por meio do uso variado de linguagens em mídias impressas ou digitais, reconhecendo-a como ferramenta de acesso ao conhecimento, de ampliação das perspectivas e de possibilidades para a compreensão dos valores e interesses de outras culturas e para o exercício do protagonismo social.
IlI- Elaborar repertórios linguístico-discursivos da língua inglesa, usados em diferentes países e por grupos sociais distintos dentro de um mesmo país, de modo a reconhecer a diversidade linguística como direito e valorizar os usos heterogêneos, híbridos e multimodais emergentes nas sociedades contemporâneas.
IV- Conhecer diferentes patrimônios culturais, materiais e imateriais, difundidos na língua inglesa, com vistas ao exercício da fruição e da ampliação de perspectivas no contato com diferentes manifestações artístico-culturais.
I. I hope you have an lovely day.
II. Do you usually watch the stars?
III. John thinks we’re a united group.
Choose the correct answer.
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