Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 13.189 questões
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443070
Inglês
Texto associado
Assessment is an integral part of teaching and learning
rather than an activity restricted to the end of an instructional
period. Different forms of assessment may serve different
purposes. Formative assessment can provide information about
learners’ progress during the learning process and help teachers
adjust subsequent instruction. Summative assessment, on the
other hand, is commonly used to evaluate learning at particular
points, often for reporting or certification purposes.
Effective assessment also involves clearly defined criteria,
constructive feedback, and opportunities for learners to reflect on
their own performance. Self-assessment and peer assessment can
contribute to learner autonomy when students are guided to use
criteria appropriately. Assessment results should, therefore, be
interpreted as evidence to support pedagogical decision-making
rather than as isolated numerical indicators of learners’ abilities.
Internet:<https://www.teachingenglish.org.uk/>(com adaptações).
A partir do texto apresentado, julgue o item a seguir, relativo aos tipos de avaliação no processo de ensino e aprendizagem de
língua inglesa como segunda língua (ESL) ou como língua
estrangeira (EFL).
De acordo com o texto, o propósito principal dos dados
obtidos
em avaliações é classificar os alunos,
independentemente do contexto pedagógico em que os dados
tenham sido coletados.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443065
Inglês
Texto associado
Writing can be understood as a process rather than as a
single act of producing a finished text. This process commonly
includes planning, drafting, revising, editing, and rewriting.
These stages, however, should not necessarily be treated as rigid
or strictly sequential, since writers may return to earlier decisions
as their ideas develop.
Effective writers also take into account the purpose of the
text and its intended audience. Revision, in this perspective,
involves more than correcting grammar or spelling: writers may
reconsider organization, clarity, relevance, and the adequacy of
their ideas. Reading plays an important role in this process as
well. Skilled readers actively construct meaning by relating
textual information to previous knowledge, making predictions,
identifying relationships among ideas, and monitoring their own
understanding.
Internet:<https://www.teachingenglish.org.uk>(com adaptações).
Considerando as ideias apresentadas no texto e a abordagem da
produção escrita como processo, julgue o item subsequente.
De acordo com o texto, a revisão difere de mera conferência
de aspectos gramaticais ou ortográficos, pois envolve a
reconsideração de aspectos mais amplos do texto, como
organização, clareza e relevância.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443064
Inglês
Texto associado
Writing can be understood as a process rather than as a
single act of producing a finished text. This process commonly
includes planning, drafting, revising, editing, and rewriting.
These stages, however, should not necessarily be treated as rigid
or strictly sequential, since writers may return to earlier decisions
as their ideas develop.
Effective writers also take into account the purpose of the
text and its intended audience. Revision, in this perspective,
involves more than correcting grammar or spelling: writers may
reconsider organization, clarity, relevance, and the adequacy of
their ideas. Reading plays an important role in this process as
well. Skilled readers actively construct meaning by relating
textual information to previous knowledge, making predictions,
identifying relationships among ideas, and monitoring their own
understanding.
Internet:<https://www.teachingenglish.org.uk>(com adaptações).
Considerando as ideias apresentadas no texto e a abordagem da
produção escrita como processo, julgue o item subsequente.
No texto, argumenta-se contra a visão de que a leitura
consiste de mero processo de decodificação passiva.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443061
Inglês
Texto associado
The linguistic landscape has significantly changed in
recent years. This evolution has been shaped by migration,
technological developments, and growing recognition of
multilingualism’s cognitive, social and economic benefits. To
deal with this reality UNESCO has issued the Global Guidance
on Multilingual Education, which presents up-to-date principles
for language-in-education policies that recognize multilingualism
as both a fundamental human characteristic and an essential
educational approach.
This guide is designed to assist Ministries of Education
and key educational stakeholders integrate multilingual education
into their policy-making and practices, with the goal of creating
more inclusive, equitable, and effective educational systems that
benefit all learners.
It also includes key actions for advancing multilingual
education policies, plans, and programmes, alongside promising
case studies, practical tools for real-world implementation, and
resources that can be adapted to various contexts.
Internet:<https://www.unesco.org>(com adaptações).
Considerando o texto apresentado, bem como aspectos relativos
ao multilinguismo e às relações entre língua, cultura e sociedade,
julgue o item que se segue.
O panorama linguístico moderno é resultado de
transformações significativas causadas por questões como
migração e avanços tecnológicos.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443049
Inglês
Texto associado
English has unarguably become the global default lingua
franca. Indeed, English is spoken by more people for whom it is
a second or additional language (L2) than by those for whom it is
a first language (L1). It follows, then, that English is no longer
used exclusively in communication involving L1 users but is
increasingly employed in interactions in which neither participant
uses English as their L1. It is estimated that only 4% of English
language interactions in the world today contain solely L1
speakers.
The prominence of English as an international language
has driven the ever-increasing demand for English language
teaching (ELT) across the globe. However, the changing face of
English presents a challenge for ELT practices to better reflect
the current sociolinguistic reality. Traditional English as a foreign
language (EFL) pedagogies which idealise the attainment of
native-like competence are "neither responsive to nor consistent
with the current profile of English".
While in the past, learners of English may have been
studying the language to communicate with L1 speakers, this is
no longer the case for most learners who will be using English to
interact with other L2 users. It is, therefore, critical that English
language learners be equipped with an awareness of the current
status of English and the skills necessary to communicate with
users from a range of linguacultural backgrounds.
The research design chosen for the study was a classroom
based quasi-experiment. Quasi-experiments attempt to mimic
true experiments in terms of rigour and structure but lack random
assignment and a tight control of variables, making them more
adaptable to real-world classrooms. While the resulting presence
of confounding variables means inferring causality is much more
problematic, this approach can still yield useful insights if
findings are treated as suggestive as opposed to conclusive.
Internet:<https://ora.ox.ac.uk>(adapted).
With regard to the text provided, evaluate the following item.
In the clause "for whom it is a second or additional
language" (first paragraph), the pronoun "it" is a dummy
pronoun and, therefore, has no referent.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443039
Inglês
Texto associado
Ministers have awarded an almost £15 million contract to
tackle the systemic decline in the number of pupils in England
taking foreign languages at GCSE (General Certificate of
Secondary Education) and A-level (General Certificate of
Education Advanced Level).
The University College London’s Institute of Education
will establish a National Centre for Languages Education
(NCLE) made up of up to 25 lead schools specialising in
languages to work with up to 105 partner secondary schools. The
centre aims to develop strategies to persuade more boys, as well
as pupils with special educational needs or disabilities and other
disadvantaged pupils, to choose languages, while up to five
schools will be chosen to expand the Home Languages
Accreditation project, which helps bilingual pupils gain GCSEs
or A-levels in their home or heritage language.
Nick Gibb, minister for school standards, said: "Our
economy needs people who can communicate across the globe
and trade with overseas businesses. This programme is about
ensuring we have the next generation of young people with the
languages needed to compete on the world stage."
Crossbench peer Jean Coussins, who co-chairs the
All-Party Parliamentary Group on Modern Languages, said it was
good that the government was taking languages seriously, but in
order to reach its EBACC (English Baccalaureate) targets, it
would "also need to address modern foreign language teacher
recruitment (just 34% of target numbers this year)".
Internet:<https://theguardian.com>(adapted).
Based on the text provided, evaluate the following item.
In the phrase "decline in the number" (first paragraph), the
preposition "in" is the standard preposition that collocates
with the noun "decline" when indicating a decrease in a
specific quantity, rate, or value.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443038
Inglês
Texto associado
Ministers have awarded an almost £15 million contract to
tackle the systemic decline in the number of pupils in England
taking foreign languages at GCSE (General Certificate of
Secondary Education) and A-level (General Certificate of
Education Advanced Level).
The University College London’s Institute of Education
will establish a National Centre for Languages Education
(NCLE) made up of up to 25 lead schools specialising in
languages to work with up to 105 partner secondary schools. The
centre aims to develop strategies to persuade more boys, as well
as pupils with special educational needs or disabilities and other
disadvantaged pupils, to choose languages, while up to five
schools will be chosen to expand the Home Languages
Accreditation project, which helps bilingual pupils gain GCSEs
or A-levels in their home or heritage language.
Nick Gibb, minister for school standards, said: "Our
economy needs people who can communicate across the globe
and trade with overseas businesses. This programme is about
ensuring we have the next generation of young people with the
languages needed to compete on the world stage."
Crossbench peer Jean Coussins, who co-chairs the
All-Party Parliamentary Group on Modern Languages, said it was
good that the government was taking languages seriously, but in
order to reach its EBACC (English Baccalaureate) targets, it
would "also need to address modern foreign language teacher
recruitment (just 34% of target numbers this year)".
Internet:<https://theguardian.com>(adapted).
Based on the text provided, evaluate the following item.
The modal "would", in the clause "it would 'also need to
address modern foreign language teacher recruitment'"
(fourth paragraph), introduces a necessity or consequence
based on the implicit condition introduced by "in order to
reach its EBACC (English Baccalaureate) targets".
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443037
Inglês
Texto associado
Ministers have awarded an almost £15 million contract to
tackle the systemic decline in the number of pupils in England
taking foreign languages at GCSE (General Certificate of
Secondary Education) and A-level (General Certificate of
Education Advanced Level).
The University College London’s Institute of Education
will establish a National Centre for Languages Education
(NCLE) made up of up to 25 lead schools specialising in
languages to work with up to 105 partner secondary schools. The
centre aims to develop strategies to persuade more boys, as well
as pupils with special educational needs or disabilities and other
disadvantaged pupils, to choose languages, while up to five
schools will be chosen to expand the Home Languages
Accreditation project, which helps bilingual pupils gain GCSEs
or A-levels in their home or heritage language.
Nick Gibb, minister for school standards, said: "Our
economy needs people who can communicate across the globe
and trade with overseas businesses. This programme is about
ensuring we have the next generation of young people with the
languages needed to compete on the world stage."
Crossbench peer Jean Coussins, who co-chairs the
All-Party Parliamentary Group on Modern Languages, said it was
good that the government was taking languages seriously, but in
order to reach its EBACC (English Baccalaureate) targets, it
would "also need to address modern foreign language teacher
recruitment (just 34% of target numbers this year)".
Internet:<https://theguardian.com>(adapted).
Based on the text provided, evaluate the following item.
The word "overseas", in "overseas businesses" (third
paragraph), is an adjective meaning situated, active, or
relating to countries across the sea and can be replaced
with abroad without any grammatical or semantic
disruption.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443036
Inglês
Texto associado
Fluency in a foreign language is often thought to be about
speaking quickly and using advanced vocabulary. However,
researchers reveal that speakers who use common, everyday
expressions sound more fluent than those who rely on rare,
complex words. There is a study that highlights the importance of
mastering familiar phrases to improve fluency perception,
suggesting that learners should naturally incorporate common
formulaic expressions in spontaneous speech.
The findings revealed that utterance fluency (smoothness
of speech delivery) was the strongest predictor of fluency
perception, accounting for 61% of the variance in ratings.
However, high-frequency formulaic expressions added an extra
0.8% to fluency judgments, while rarer, more complex phrases
had little to no effect.
This research suggests that learners should shift their
focus from advanced vocabulary to mastering everyday phrases
that come naturally in conversation. For example, instead of
saying "I concur with the idea" — which sounds unnatural —
learners should use "I agree with the idea." These common
expressions are easy to find in textbooks and everyday
conversations, making them more accessible for learners of all
levels.
Internet: <https://sciencedaily.com>(adapted).
Based on the preceding text, evaluate the following item.
In the fragment "suggesting that learners should naturally
incorporate common formulaic expressions in spontaneous
speech" (first paragraph), the word "naturally" is an adverb
of manner modifying the verb phrase "incorporate common
formulaic expressions".
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443031
Inglês
Texto associado
Internet: <https://larrycuban.wordpress>.
The comic strip above depicts a boy (on the left) and a girl (on the right) talking in a classroom. Considering the comic strip and the ideas it conveys, evaluate the following item.
In the second box, the expression "I’d hate to be you"
indicates that the boy prefers his academic performance than
the girl’s.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443030
Inglês
Texto associado
Internet: <https://larrycuban.wordpress>.
The comic strip above depicts a boy (on the left) and a girl (on the right) talking in a classroom. Considering the comic strip and the ideas it conveys, evaluate the following item.
The boy thinks that he got a higher grade than the girl did.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443029
Inglês
Texto associado
Internet: <https://larrycuban.wordpress>.
The comic strip above depicts a boy (on the left) and a girl (on the right) talking in a classroom. Considering the comic strip and the ideas it conveys, evaluate the following item.
The boy’s argument shows that he considers academic
achievement less important than keeping his expectations
about himself low.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443028
Inglês
Texto associado
Considering the preceding text and reading strategies such as skimming, scanning, and prediction, evaluate the following item.
How can education stay ahead in a world being
transformed by climate change, AI, inequality, conflict and
shifting labor markets?
Societies are being reshaped by powerful forces, such as
demographic change, technological transformation, climate and
environmental pressures, threats to peace and democracy,
disinformation, rising inequalities and polarization, and major
labor market transformations. These forces are already changing
how people learn, work, live and participate in society.
As
the
world undergoes rapid and profound
transformation, education systems cannot afford to only respond
to crises after they happen. They need to look ahead, anticipate,
and strategize. Foresight helps us do exactly that: it brings
together evidence, diverse perspectives and structured reflection
to identify the trends, risks and opportunities that could define the
future of education.
It
will
strengthen international, inter-sectoral and
inter-generational dialogue, helping ensure that the emerging
post-2030 education agenda reflects both expert insights and the
diverse realities and aspirations of young people.
Internet: <https://www.unesco.org/sdg4education2030/en/articles/>(adapted).
In "These forces are already changing how people learn,
work, live and participate in society" (second paragraph), the
expression "These forces" refers to the factors listed in the
previous sentence.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443027
Inglês
Texto associado
Considering the preceding text and reading strategies such as skimming, scanning, and prediction, evaluate the following item.
How can education stay ahead in a world being
transformed by climate change, AI, inequality, conflict and
shifting labor markets?
Societies are being reshaped by powerful forces, such as
demographic change, technological transformation, climate and
environmental pressures, threats to peace and democracy,
disinformation, rising inequalities and polarization, and major
labor market transformations. These forces are already changing
how people learn, work, live and participate in society.
As
the
world undergoes rapid and profound
transformation, education systems cannot afford to only respond
to crises after they happen. They need to look ahead, anticipate,
and strategize. Foresight helps us do exactly that: it brings
together evidence, diverse perspectives and structured reflection
to identify the trends, risks and opportunities that could define the
future of education.
It
will
strengthen international, inter-sectoral and
inter-generational dialogue, helping ensure that the emerging
post-2030 education agenda reflects both expert insights and the
diverse realities and aspirations of young people.
Internet: <https://www.unesco.org/sdg4education2030/en/articles/>(adapted).
The question presented in the first paragraph can be used as a
prediction reading exercise in an ESL/EFL class, making
students anticipate the topic of the text and possible
vocabulary.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443026
Inglês
Texto associado
Considering the preceding text and reading strategies such as skimming, scanning, and prediction, evaluate the following item.
How can education stay ahead in a world being
transformed by climate change, AI, inequality, conflict and
shifting labor markets?
Societies are being reshaped by powerful forces, such as
demographic change, technological transformation, climate and
environmental pressures, threats to peace and democracy,
disinformation, rising inequalities and polarization, and major
labor market transformations. These forces are already changing
how people learn, work, live and participate in society.
As
the
world undergoes rapid and profound
transformation, education systems cannot afford to only respond
to crises after they happen. They need to look ahead, anticipate,
and strategize. Foresight helps us do exactly that: it brings
together evidence, diverse perspectives and structured reflection
to identify the trends, risks and opportunities that could define the
future of education.
It
will
strengthen international, inter-sectoral and
inter-generational dialogue, helping ensure that the emerging
post-2030 education agenda reflects both expert insights and the
diverse realities and aspirations of young people.
Internet: <https://www.unesco.org/sdg4education2030/en/articles/>(adapted).
According to the text, the emerging post-2030 education
agenda is expected to reflect not only expert insights but also
diverse realities and aspirations of young people.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443025
Inglês
Texto associado
Considering the preceding text and reading strategies such as skimming, scanning, and prediction, evaluate the following item.
How can education stay ahead in a world being
transformed by climate change, AI, inequality, conflict and
shifting labor markets?
Societies are being reshaped by powerful forces, such as
demographic change, technological transformation, climate and
environmental pressures, threats to peace and democracy,
disinformation, rising inequalities and polarization, and major
labor market transformations. These forces are already changing
how people learn, work, live and participate in society.
As
the
world undergoes rapid and profound
transformation, education systems cannot afford to only respond
to crises after they happen. They need to look ahead, anticipate,
and strategize. Foresight helps us do exactly that: it brings
together evidence, diverse perspectives and structured reflection
to identify the trends, risks and opportunities that could define the
future of education.
It
will
strengthen international, inter-sectoral and
inter-generational dialogue, helping ensure that the emerging
post-2030 education agenda reflects both expert insights and the
diverse realities and aspirations of young people.
Internet: <https://www.unesco.org/sdg4education2030/en/articles/>(adapted).
In the expression "diverse perspectives" (third paragraph),
the word "perspectives" conveys the idea of predictions
about the future of education.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443024
Inglês
Texto associado
Considering the preceding text and reading strategies such as skimming, scanning, and prediction, evaluate the following item.
How can education stay ahead in a world being
transformed by climate change, AI, inequality, conflict and
shifting labor markets?
Societies are being reshaped by powerful forces, such as
demographic change, technological transformation, climate and
environmental pressures, threats to peace and democracy,
disinformation, rising inequalities and polarization, and major
labor market transformations. These forces are already changing
how people learn, work, live and participate in society.
As
the
world undergoes rapid and profound
transformation, education systems cannot afford to only respond
to crises after they happen. They need to look ahead, anticipate,
and strategize. Foresight helps us do exactly that: it brings
together evidence, diverse perspectives and structured reflection
to identify the trends, risks and opportunities that could define the
future of education.
It
will
strengthen international, inter-sectoral and
inter-generational dialogue, helping ensure that the emerging
post-2030 education agenda reflects both expert insights and the
diverse realities and aspirations of young people.
Internet: <https://www.unesco.org/sdg4education2030/en/articles/>(adapted).
If a teacher asks his students to search for specific
information in the text about which forces are reshaping
societies, students should apply the scanning strategy to
identify them.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443023
Inglês
Texto associado
Considering the preceding text and reading strategies such as skimming, scanning, and prediction, evaluate the following item.
How can education stay ahead in a world being
transformed by climate change, AI, inequality, conflict and
shifting labor markets?
Societies are being reshaped by powerful forces, such as
demographic change, technological transformation, climate and
environmental pressures, threats to peace and democracy,
disinformation, rising inequalities and polarization, and major
labor market transformations. These forces are already changing
how people learn, work, live and participate in society.
As
the
world undergoes rapid and profound
transformation, education systems cannot afford to only respond
to crises after they happen. They need to look ahead, anticipate,
and strategize. Foresight helps us do exactly that: it brings
together evidence, diverse perspectives and structured reflection
to identify the trends, risks and opportunities that could define the
future of education.
It
will
strengthen international, inter-sectoral and
inter-generational dialogue, helping ensure that the emerging
post-2030 education agenda reflects both expert insights and the
diverse realities and aspirations of young people.
Internet: <https://www.unesco.org/sdg4education2030/en/articles/>(adapted).
Skimming would be the appropriate strategy to identify the
main purpose of the text, which is to discuss the need for
education systems to anticipate major transformations that
may affect education and society.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443018
Inglês
Texto associado
Evaluate the following item based on the preceding text.
It all started with some exasperated emails. Back in 2009,
a group of researchers began venting their frustration with the
programming languages designed to help scientists and other
researchers perform complex mathematical operations and
statistical simulations without learning how to code. These
programming languages were rigid and slow.
The emails turned into a research project at MIT
(Massachusetts Institute of Technology) with the mission of
building an easy-to-use, high-performance programming
language called Julia, which is designed for scientific research,
data analysis, and modeling complex systems such as jet engines,
drugs, financial markets, and robots, to name a few examples.
That research project turned into a lab at MIT, and the lab
turned into the company JuliaHub. Along the way, Julia gained a
loyal following among scientists, engineers, mathematicians, and
others. Today, the free and open-source language counts more
than 1 million users, including people working in thousands of
companies and universities around the world.
It is only a slight exaggeration to say Julia has been used
to model everything under the sun, from the behavior of tiny
atoms to semiconductors, neural networks, race cars, and
airplanes. It has also been used to study much beyond the sun,
with astronomers using Julia for imaging black holes.
Internet: <https://news.mit.edu> (Adapted).
The reason the researchers mentioned in the first paragraph
were irritated was that they wanted people to learn how to
code.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443017
Inglês
Texto associado
Evaluate the following item based on the preceding text.
It all started with some exasperated emails. Back in 2009,
a group of researchers began venting their frustration with the
programming languages designed to help scientists and other
researchers perform complex mathematical operations and
statistical simulations without learning how to code. These
programming languages were rigid and slow.
The emails turned into a research project at MIT
(Massachusetts Institute of Technology) with the mission of
building an easy-to-use, high-performance programming
language called Julia, which is designed for scientific research,
data analysis, and modeling complex systems such as jet engines,
drugs, financial markets, and robots, to name a few examples.
That research project turned into a lab at MIT, and the lab
turned into the company JuliaHub. Along the way, Julia gained a
loyal following among scientists, engineers, mathematicians, and
others. Today, the free and open-source language counts more
than 1 million users, including people working in thousands of
companies and universities around the world.
It is only a slight exaggeration to say Julia has been used
to model everything under the sun, from the behavior of tiny
atoms to semiconductors, neural networks, race cars, and
airplanes. It has also been used to study much beyond the sun,
with astronomers using Julia for imaging black holes.
Internet: <https://news.mit.edu> (Adapted).
According to the text, the writers of the "exasperated emails"
(first paragraph) became the founders of the company
JuliaHub.
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