Questões de Concurso
Comentadas sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 8.692 questões
Ano: 2025
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Q3430823
Inglês
Texto associado
Read the text and answer question:
A language ecosystem describes a holistic environment
that encourages and extends the learning and application of
language beyond the classroom. While an ecosystem is a
simple concept, there are a few things to keep in mind. Here
are quick tips to get you started.
Tip #1. Go on language missions (gather and utilize
resources).
The concept of exploring is at the center of attention here
for good reason. Your mission (should you choose to accept
it) is to find and gather resources that are potential candidates
for your language ecosystem. It is not unlike going shopping
for furniture, in that you want to find items that will match your
personal preference and lifestyle in a natural way. As you
search for items to “add” to your ecosystem, you will want to
consider how well they function in your life or home.
You might be wondering how one begins a search to
find resources. I primarily use search engines, social media,
streaming video, and music to look for resources that might
work. I am not the only one, however, who has learned to
keep an eye out for resources. Since inviting many of my own
friends to learn a language with me, many people now send
me links to things I might like.
Tip #2: Join a language-learning network
Speaking of people, one of the most essential strategies
in forming a language ecosystem is finding the right people
to join you on your journey. I call this “forming a language
learning network.” While fluent speakers are an excellent
resource, I also find that fellow language learners, people
who are learning the language just like me, are more patient
conversation partners. Finally, I often find that people who
share my same interests (say, French cooking, for example),
can be excellent companions for listening and speaking
practice.
(Shane Dixon. The Language Learner Guidebook: Powerful Tools to Help
You Conquer Any Language. Edição do Kindle. Adaptado)
Tip #1 shows that
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Q3430822
Inglês
Texto associado
Read the text and answer question:
A language ecosystem describes a holistic environment
that encourages and extends the learning and application of
language beyond the classroom. While an ecosystem is a
simple concept, there are a few things to keep in mind. Here
are quick tips to get you started.
Tip #1. Go on language missions (gather and utilize
resources).
The concept of exploring is at the center of attention here
for good reason. Your mission (should you choose to accept
it) is to find and gather resources that are potential candidates
for your language ecosystem. It is not unlike going shopping
for furniture, in that you want to find items that will match your
personal preference and lifestyle in a natural way. As you
search for items to “add” to your ecosystem, you will want to
consider how well they function in your life or home.
You might be wondering how one begins a search to
find resources. I primarily use search engines, social media,
streaming video, and music to look for resources that might
work. I am not the only one, however, who has learned to
keep an eye out for resources. Since inviting many of my own
friends to learn a language with me, many people now send
me links to things I might like.
Tip #2: Join a language-learning network
Speaking of people, one of the most essential strategies
in forming a language ecosystem is finding the right people
to join you on your journey. I call this “forming a language
learning network.” While fluent speakers are an excellent
resource, I also find that fellow language learners, people
who are learning the language just like me, are more patient
conversation partners. Finally, I often find that people who
share my same interests (say, French cooking, for example),
can be excellent companions for listening and speaking
practice.
(Shane Dixon. The Language Learner Guidebook: Powerful Tools to Help
You Conquer Any Language. Edição do Kindle. Adaptado)
In tip #1, the author compares the creation of a language
ecosystem and going shopping for furniture because
these processes share
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Q3430821
Inglês
Texto associado
Read the text and answer question:
A language ecosystem describes a holistic environment
that encourages and extends the learning and application of
language beyond the classroom. While an ecosystem is a
simple concept, there are a few things to keep in mind. Here
are quick tips to get you started.
Tip #1. Go on language missions (gather and utilize
resources).
The concept of exploring is at the center of attention here
for good reason. Your mission (should you choose to accept
it) is to find and gather resources that are potential candidates
for your language ecosystem. It is not unlike going shopping
for furniture, in that you want to find items that will match your
personal preference and lifestyle in a natural way. As you
search for items to “add” to your ecosystem, you will want to
consider how well they function in your life or home.
You might be wondering how one begins a search to
find resources. I primarily use search engines, social media,
streaming video, and music to look for resources that might
work. I am not the only one, however, who has learned to
keep an eye out for resources. Since inviting many of my own
friends to learn a language with me, many people now send
me links to things I might like.
Tip #2: Join a language-learning network
Speaking of people, one of the most essential strategies
in forming a language ecosystem is finding the right people
to join you on your journey. I call this “forming a language
learning network.” While fluent speakers are an excellent
resource, I also find that fellow language learners, people
who are learning the language just like me, are more patient
conversation partners. Finally, I often find that people who
share my same interests (say, French cooking, for example),
can be excellent companions for listening and speaking
practice.
(Shane Dixon. The Language Learner Guidebook: Powerful Tools to Help
You Conquer Any Language. Edição do Kindle. Adaptado)
In the first paragraph about tip #1, the extract “should you
choose to accept it”, will keep the same meaning rewritten
as
Ano: 2025
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Q3430820
Inglês
Texto associado
Read the text and answer question:
A language ecosystem describes a holistic environment
that encourages and extends the learning and application of
language beyond the classroom. While an ecosystem is a
simple concept, there are a few things to keep in mind. Here
are quick tips to get you started.
Tip #1. Go on language missions (gather and utilize
resources).
The concept of exploring is at the center of attention here
for good reason. Your mission (should you choose to accept
it) is to find and gather resources that are potential candidates
for your language ecosystem. It is not unlike going shopping
for furniture, in that you want to find items that will match your
personal preference and lifestyle in a natural way. As you
search for items to “add” to your ecosystem, you will want to
consider how well they function in your life or home.
You might be wondering how one begins a search to
find resources. I primarily use search engines, social media,
streaming video, and music to look for resources that might
work. I am not the only one, however, who has learned to
keep an eye out for resources. Since inviting many of my own
friends to learn a language with me, many people now send
me links to things I might like.
Tip #2: Join a language-learning network
Speaking of people, one of the most essential strategies
in forming a language ecosystem is finding the right people
to join you on your journey. I call this “forming a language
learning network.” While fluent speakers are an excellent
resource, I also find that fellow language learners, people
who are learning the language just like me, are more patient
conversation partners. Finally, I often find that people who
share my same interests (say, French cooking, for example),
can be excellent companions for listening and speaking
practice.
(Shane Dixon. The Language Learner Guidebook: Powerful Tools to Help
You Conquer Any Language. Edição do Kindle. Adaptado)
A proposta de construção de um ecossistema tem como
objetivo
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Q3430814
Inglês
Texto associado
Read the text to answer question:
It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a
more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note
that there have been calls to abandon the search for a single
“supermethod” and to instead focus on equipping teachers
with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from
the idea that there is one “right” way to teach language, and
towards an approach that values flexibility, adaptability, and a
recognition of the diverse contexts in which language learning
takes place (Richards, 2001).
Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been
empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great
enthusiasm for (and wide adoption of) the Communicative
Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the
Grammar-Translation Method) to meet the national language
learning goals. It failed to develop a language learner who can
communicate properly in English. This does not mean that the
CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been
changing the nature of language and how it should be taught
(Abdallah, 2011).
(M. Abdallah, 2024. Disponível em:
https://files.eric.ed.gov/fulltext/ED660475.pdf.
Adaptado)
It is correct to state that, because of its characteristics,
this excerpt belongs to
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Q3430813
Inglês
Texto associado
Read the text to answer question:
It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a
more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note
that there have been calls to abandon the search for a single
“supermethod” and to instead focus on equipping teachers
with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from
the idea that there is one “right” way to teach language, and
towards an approach that values flexibility, adaptability, and a
recognition of the diverse contexts in which language learning
takes place (Richards, 2001).
Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been
empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great
enthusiasm for (and wide adoption of) the Communicative
Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the
Grammar-Translation Method) to meet the national language
learning goals. It failed to develop a language learner who can
communicate properly in English. This does not mean that the
CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been
changing the nature of language and how it should be taught
(Abdallah, 2011).
(M. Abdallah, 2024. Disponível em:
https://files.eric.ed.gov/fulltext/ED660475.pdf.
Adaptado)
Entre as pistas gráficas presentes no texto, está o uso
de aspas nas palavras “supermethod” e “right”. Considerando-se a discussão presente no texto, é correto afirmar
que o uso de aspas tem por objetivo
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Q3430812
Inglês
Texto associado
Read the text to answer question:
It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a
more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note
that there have been calls to abandon the search for a single
“supermethod” and to instead focus on equipping teachers
with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from
the idea that there is one “right” way to teach language, and
towards an approach that values flexibility, adaptability, and a
recognition of the diverse contexts in which language learning
takes place (Richards, 2001).
Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been
empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great
enthusiasm for (and wide adoption of) the Communicative
Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the
Grammar-Translation Method) to meet the national language
learning goals. It failed to develop a language learner who can
communicate properly in English. This does not mean that the
CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been
changing the nature of language and how it should be taught
(Abdallah, 2011).
(M. Abdallah, 2024. Disponível em:
https://files.eric.ed.gov/fulltext/ED660475.pdf.
Adaptado)
A teacher is going to use this text with the students, and
intends to practice with them the reading strategy called
inference. In order to do this, they will ask their students to
Ano: 2025
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Q3430810
Inglês
Texto associado
Read the text to answer question:
It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a
more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note
that there have been calls to abandon the search for a single
“supermethod” and to instead focus on equipping teachers
with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from
the idea that there is one “right” way to teach language, and
towards an approach that values flexibility, adaptability, and a
recognition of the diverse contexts in which language learning
takes place (Richards, 2001).
Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been
empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great
enthusiasm for (and wide adoption of) the Communicative
Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the
Grammar-Translation Method) to meet the national language
learning goals. It failed to develop a language learner who can
communicate properly in English. This does not mean that the
CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been
changing the nature of language and how it should be taught
(Abdallah, 2011).
(M. Abdallah, 2024. Disponível em:
https://files.eric.ed.gov/fulltext/ED660475.pdf.
Adaptado)
The title which best represents the content of the text is:
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Q3430809
Inglês
Texto associado
Read the text to answer question:
CLIL (Content and Language Integrated Learning) is
an approach which is neither language learning nor subject
learning, but an amalgam of both and is linked to the
processes of convergence – the fusion of elements which
may have been previously fragmented, such as subjects in
the curriculum. This is where CLIL is groundbreaking.
To give a parallel example common in recent times, we
can take studies on the environment. A seminal publication
on the subject in the 1960s later led to a need to educate
young people in schools so as to both inform and, perhaps
more crucially, influence behavior. Topics relating to the
environment could already be found in chemistry, economics,
geography, physics, and even psychology. Yet, as climate
change became increasingly worrying, education responded
with the introduction of a new subject: “Environmental studies”.
In order to structure this new subject, teachers of different
disciplines would have needed to climb out of their respective
mindsets grounded in physics, chemistry, geography,
psychology and so on, to explore ways of building an integrated
curriculum, and to develop alternative methodologies by
which to implement it. Climate change is a global and local
phenomenon, so the increasing availability in some countries
of information and communication technologies during
the 1990s provided tools by which to make some of these
methodologies operational.
If we return to languages and CLIL, we have a similar
situation. The late 1990s meant that educational insight was
firmly set on achieving a high degree of language awareness.
Appropriate methodologies were to be used to attain the
best possible results in a way which accommodated diverse
learning styles.
(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning.
Cambridge: Cambridge University, 2010.)
According to the text, CLIL presupposes
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Q3430807
Inglês
Texto associado
Read the text to answer question:
CLIL (Content and Language Integrated Learning) is
an approach which is neither language learning nor subject
learning, but an amalgam of both and is linked to the
processes of convergence – the fusion of elements which
may have been previously fragmented, such as subjects in
the curriculum. This is where CLIL is groundbreaking.
To give a parallel example common in recent times, we
can take studies on the environment. A seminal publication
on the subject in the 1960s later led to a need to educate
young people in schools so as to both inform and, perhaps
more crucially, influence behavior. Topics relating to the
environment could already be found in chemistry, economics,
geography, physics, and even psychology. Yet, as climate
change became increasingly worrying, education responded
with the introduction of a new subject: “Environmental studies”.
In order to structure this new subject, teachers of different
disciplines would have needed to climb out of their respective
mindsets grounded in physics, chemistry, geography,
psychology and so on, to explore ways of building an integrated
curriculum, and to develop alternative methodologies by
which to implement it. Climate change is a global and local
phenomenon, so the increasing availability in some countries
of information and communication technologies during
the 1990s provided tools by which to make some of these
methodologies operational.
If we return to languages and CLIL, we have a similar
situation. The late 1990s meant that educational insight was
firmly set on achieving a high degree of language awareness.
Appropriate methodologies were to be used to attain the
best possible results in a way which accommodated diverse
learning styles.
(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning.
Cambridge: Cambridge University, 2010.)
The word “yet” is polysemic (has more than one meaning)
in English. Choose the alternative in which it is being used
with the same meaning as in the excerpt from the second
paragraph “Yet, as climate change became increasingly
worrying…”.
Ano: 2025
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Q3430806
Inglês
Texto associado
Read the text to answer question:
CLIL (Content and Language Integrated Learning) is
an approach which is neither language learning nor subject
learning, but an amalgam of both and is linked to the
processes of convergence – the fusion of elements which
may have been previously fragmented, such as subjects in
the curriculum. This is where CLIL is groundbreaking.
To give a parallel example common in recent times, we
can take studies on the environment. A seminal publication
on the subject in the 1960s later led to a need to educate
young people in schools so as to both inform and, perhaps
more crucially, influence behavior. Topics relating to the
environment could already be found in chemistry, economics,
geography, physics, and even psychology. Yet, as climate
change became increasingly worrying, education responded
with the introduction of a new subject: “Environmental studies”.
In order to structure this new subject, teachers of different
disciplines would have needed to climb out of their respective
mindsets grounded in physics, chemistry, geography,
psychology and so on, to explore ways of building an integrated
curriculum, and to develop alternative methodologies by
which to implement it. Climate change is a global and local
phenomenon, so the increasing availability in some countries
of information and communication technologies during
the 1990s provided tools by which to make some of these
methodologies operational.
If we return to languages and CLIL, we have a similar
situation. The late 1990s meant that educational insight was
firmly set on achieving a high degree of language awareness.
Appropriate methodologies were to be used to attain the
best possible results in a way which accommodated diverse
learning styles.
(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning.
Cambridge: Cambridge University, 2010.)
In the fragment from the third paragraph of the text “would
have needed to climb out of their respective mindsets”
the part in bold is equivalent in meaning to
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Q3430804
Inglês
Texto associado
Read the text to answer question:
CLIL (Content and Language Integrated Learning) is
an approach which is neither language learning nor subject
learning, but an amalgam of both and is linked to the
processes of convergence – the fusion of elements which
may have been previously fragmented, such as subjects in
the curriculum. This is where CLIL is groundbreaking.
To give a parallel example common in recent times, we
can take studies on the environment. A seminal publication
on the subject in the 1960s later led to a need to educate
young people in schools so as to both inform and, perhaps
more crucially, influence behavior. Topics relating to the
environment could already be found in chemistry, economics,
geography, physics, and even psychology. Yet, as climate
change became increasingly worrying, education responded
with the introduction of a new subject: “Environmental studies”.
In order to structure this new subject, teachers of different
disciplines would have needed to climb out of their respective
mindsets grounded in physics, chemistry, geography,
psychology and so on, to explore ways of building an integrated
curriculum, and to develop alternative methodologies by
which to implement it. Climate change is a global and local
phenomenon, so the increasing availability in some countries
of information and communication technologies during
the 1990s provided tools by which to make some of these
methodologies operational.
If we return to languages and CLIL, we have a similar
situation. The late 1990s meant that educational insight was
firmly set on achieving a high degree of language awareness.
Appropriate methodologies were to be used to attain the
best possible results in a way which accommodated diverse
learning styles.
(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning.
Cambridge: Cambridge University, 2010.)
In the context of the text, the word in bold in the extract
from the first paragraph “the fusion of elements which
may have been previously fragmented” indicates
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Q3430803
Inglês
Texto associado
Read the text to answer question:
CLIL (Content and Language Integrated Learning) is
an approach which is neither language learning nor subject
learning, but an amalgam of both and is linked to the
processes of convergence – the fusion of elements which
may have been previously fragmented, such as subjects in
the curriculum. This is where CLIL is groundbreaking.
To give a parallel example common in recent times, we
can take studies on the environment. A seminal publication
on the subject in the 1960s later led to a need to educate
young people in schools so as to both inform and, perhaps
more crucially, influence behavior. Topics relating to the
environment could already be found in chemistry, economics,
geography, physics, and even psychology. Yet, as climate
change became increasingly worrying, education responded
with the introduction of a new subject: “Environmental studies”.
In order to structure this new subject, teachers of different
disciplines would have needed to climb out of their respective
mindsets grounded in physics, chemistry, geography,
psychology and so on, to explore ways of building an integrated
curriculum, and to develop alternative methodologies by
which to implement it. Climate change is a global and local
phenomenon, so the increasing availability in some countries
of information and communication technologies during
the 1990s provided tools by which to make some of these
methodologies operational.
If we return to languages and CLIL, we have a similar
situation. The late 1990s meant that educational insight was
firmly set on achieving a high degree of language awareness.
Appropriate methodologies were to be used to attain the
best possible results in a way which accommodated diverse
learning styles.
(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning.
Cambridge: Cambridge University, 2010.)
According to the first and second paragraphs, CLIL
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Q3430800
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Texto associado
Read the text to answer question:
Language learning styles and strategies are among the
main factors that help determine how – and how well – our
students learn a second or foreign language. The term L2
is used in this text to refer to either a second or a foreign
language, following the tradition in our field.
Learning styles are the general approaches – global or
analytic, auditory or visual – that students use in acquiring
a new language or in learning any other subject. These
styles are “the overall patterns that give general direction to
learning behavior” (Cornett 1983, p. 9). Of great relevance
is this statement: “Learning style is the biologically and
developmentally imposed set of characteristics that make the
same teaching method wonderful for some and terrible for
others” (Dunn and Griggs 1988, p. 3).
Learning strategies are defined as “specific actions,
behaviors, steps, or techniques – such as seeking out
conversation partners, or giving oneself encouragement
to tackle a difficult language task – used by students to
enhance their own learning” (Scarcella and Oxford 1992, p.
63). When the learner consciously chooses strategies that
fit his or her learning style and the L2 task at hand, these
strategies become a useful tool-kit for active, conscious, and
purposeful self-regulation of learning. Learning strategies can
be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.
(M. Celce-Murcia, 2001. Adaptado)
In the second paragraph, the information within dashes
“– global or analytic, auditory or visual –” is intended to
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Q3430796
Inglês
Texto associado
Read the text to answer question:
Language learning styles and strategies are among the
main factors that help determine how – and how well – our
students learn a second or foreign language. The term L2
is used in this text to refer to either a second or a foreign
language, following the tradition in our field.
Learning styles are the general approaches – global or
analytic, auditory or visual – that students use in acquiring
a new language or in learning any other subject. These
styles are “the overall patterns that give general direction to
learning behavior” (Cornett 1983, p. 9). Of great relevance
is this statement: “Learning style is the biologically and
developmentally imposed set of characteristics that make the
same teaching method wonderful for some and terrible for
others” (Dunn and Griggs 1988, p. 3).
Learning strategies are defined as “specific actions,
behaviors, steps, or techniques – such as seeking out
conversation partners, or giving oneself encouragement
to tackle a difficult language task – used by students to
enhance their own learning” (Scarcella and Oxford 1992, p.
63). When the learner consciously chooses strategies that
fit his or her learning style and the L2 task at hand, these
strategies become a useful tool-kit for active, conscious, and
purposeful self-regulation of learning. Learning strategies can
be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.
(M. Celce-Murcia, 2001. Adaptado)
Among the many uses of the word learning in the text,
the one functioning as a noun is found in
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Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - Promoção do QM 2022 |
Q3430795
Inglês
Texto associado
Read the text to answer question:
Language learning styles and strategies are among the
main factors that help determine how – and how well – our
students learn a second or foreign language. The term L2
is used in this text to refer to either a second or a foreign
language, following the tradition in our field.
Learning styles are the general approaches – global or
analytic, auditory or visual – that students use in acquiring
a new language or in learning any other subject. These
styles are “the overall patterns that give general direction to
learning behavior” (Cornett 1983, p. 9). Of great relevance
is this statement: “Learning style is the biologically and
developmentally imposed set of characteristics that make the
same teaching method wonderful for some and terrible for
others” (Dunn and Griggs 1988, p. 3).
Learning strategies are defined as “specific actions,
behaviors, steps, or techniques – such as seeking out
conversation partners, or giving oneself encouragement
to tackle a difficult language task – used by students to
enhance their own learning” (Scarcella and Oxford 1992, p.
63). When the learner consciously chooses strategies that
fit his or her learning style and the L2 task at hand, these
strategies become a useful tool-kit for active, conscious, and
purposeful self-regulation of learning. Learning strategies can
be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.
(M. Celce-Murcia, 2001. Adaptado)
O primeiro e o segundo parágrafo permitem afirmar que
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412600
Inglês
Texto associado
TEXT 2
THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING
Teaching foreign languages has become a major goal for
many education systems around the world. In today’s
increasingly interconnected world, speaking multiple
languages improves employability, fosters respect for
people from other cultures, and gives young people direct
access to content that would otherwise be inaccessible,
including literature, music, theatre and cinema (OECD,
2020a).
For the first time in 2018, PISA asked students whether
they studied foreign languages at school and how much
class time they had on foreign languages per week. Results
show that learning foreign languages is widely available to
15-year-olds in today’s education systems. However, these
opportunities are not evenly distributed among students of
different socio-economic status: students in advantaged
schools have more opportunities to learn foreign languages
than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time
are telling as they correlate to inequity in student
achievement in other areas – in reading, for example.
These results suggest the existence of a social divide not
previously measured that leaves some students unprepared
for effective communication with others from different
cultural and language backgrounds.
Excerpt extracted and adapted from:
https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/
11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf
Still based on Text 2, which of the following areas
does PISA specifically investigate regarding language
learning?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412599
Inglês
Texto associado
TEXT 2
THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING
Teaching foreign languages has become a major goal for
many education systems around the world. In today’s
increasingly interconnected world, speaking multiple
languages improves employability, fosters respect for
people from other cultures, and gives young people direct
access to content that would otherwise be inaccessible,
including literature, music, theatre and cinema (OECD,
2020a).
For the first time in 2018, PISA asked students whether
they studied foreign languages at school and how much
class time they had on foreign languages per week. Results
show that learning foreign languages is widely available to
15-year-olds in today’s education systems. However, these
opportunities are not evenly distributed among students of
different socio-economic status: students in advantaged
schools have more opportunities to learn foreign languages
than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time
are telling as they correlate to inequity in student
achievement in other areas – in reading, for example.
These results suggest the existence of a social divide not
previously measured that leaves some students unprepared
for effective communication with others from different
cultural and language backgrounds.
Excerpt extracted and adapted from:
https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/
11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf
Based on Text 2, which benefit is not mentioned as a
result of speaking multiple languages?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412598
Inglês
Texto associado
TEXT 2
THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING
Teaching foreign languages has become a major goal for
many education systems around the world. In today’s
increasingly interconnected world, speaking multiple
languages improves employability, fosters respect for
people from other cultures, and gives young people direct
access to content that would otherwise be inaccessible,
including literature, music, theatre and cinema (OECD,
2020a).
For the first time in 2018, PISA asked students whether
they studied foreign languages at school and how much
class time they had on foreign languages per week. Results
show that learning foreign languages is widely available to
15-year-olds in today’s education systems. However, these
opportunities are not evenly distributed among students of
different socio-economic status: students in advantaged
schools have more opportunities to learn foreign languages
than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time
are telling as they correlate to inequity in student
achievement in other areas – in reading, for example.
These results suggest the existence of a social divide not
previously measured that leaves some students unprepared
for effective communication with others from different
cultural and language backgrounds.
Excerpt extracted and adapted from:
https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/
11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf
According to Text 2, what is one of the main goals of
education systems worldwide nowadays?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de Umbuzeiro - PB
Prova:
EDUCA - 2025 - Prefeitura de Umbuzeiro - PB - Professor dos Anos Finais - Inglês |
Q3412596
Inglês
Texto associado
TEXT 1
LEARNING A FOREIGN LANGUAGE TODAY
Until a few years ago, learning a foreign language took
place largely in the classroom, within an education system.
It usually meant learning grammar rules and vocabulary,
doing written exercises, reading specially written texts and
answering comprehension questions and - possibly -
listening to recorded texts (and answering further
comprehension questions about these, too). A lot of people
learned the language this way; in fact, you may have done
so yourself.
However, some adults who first experienced a foreign
language at school in the past did not have much success
with it. This was often because they could only see the
difficulties, such as the differences between the L1 and the
target language (L2). They often became demotivated and
decided that English was too difficult, that it had no real
use for them, and many of them gave it up as soon as they
could. They joined the large worldwide community of
unsuccessful foreign language learners.
Today, however, because English is so widely available on
the web, and in social media, as well as in many
workplaces, it has become a reality - and even a
requirement - for a great many people. As a result, it is
much easier to see the connection between what is done in
the classroom and the use of the language in the outside
world, and to ensure that the first can be seen to be a
practical preparation for the second.
Excerpt extracted and adapted from: HOLDEN, Susan; NOBRE,
Vinícius. Teaching English today: Contexts and objectives. São Paulo:
HUB Editorial, 2028 p. 3-4.
According to Text 1, how can English be learned in
today’s world?
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