Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 12.687 questões
Ano: 2025
Banca:
COMPERVE - UFRN
Órgão:
Prefeitura de Natal - RN
Prova:
COMPERVE - UFRN - 2025 - Prefeitura de Natal - RN - Professor de Inglês |
Q3252411
Inglês
Texto associado
Considere o seguinte texto para responder à questão.
Adaptado de: https ://www.amazon.com/House-Mango-Street-Sandra-Cisneros /dp/0679734775. Acesso em: 11
nov. 2024.
No conto, Mamacita evita sair de seu apartamento porque
Ano: 2025
Banca:
COMPERVE - UFRN
Órgão:
Prefeitura de Natal - RN
Prova:
COMPERVE - UFRN - 2025 - Prefeitura de Natal - RN - Professor de Inglês |
Q3252408
Inglês
Texto associado
Considere os seguintes texto e imagem para responder à questão.
Fonte: https ://www.wipo.int/portal/en/index .html. Acesso em: 05 nov. 2024.
O significado do termo brain drain, segundo o texto, se refere
Ano: 2025
Banca:
COMPERVE - UFRN
Órgão:
Prefeitura de Natal - RN
Prova:
COMPERVE - UFRN - 2025 - Prefeitura de Natal - RN - Professor de Inglês |
Q3252406
Inglês
Texto associado
Considere a seguinte imagem para responder à questão.
Fonte: https ://i.redd.it/5r48nbnypoja1.jpg. Acesso em: 06 nov. 2024.
A frase contida na imagem sugere que a garota
Ano: 2025
Banca:
COMPERVE - UFRN
Órgão:
Prefeitura de Natal - RN
Prova:
COMPERVE - UFRN - 2025 - Prefeitura de Natal - RN - Professor de Inglês |
Q3252405
Inglês
Texto associado
Considere o seguinte texto para responder à questão.
Babies cry with an accent
A study found newborns cry with the melody of their parent’s language.
By ABC News
Think newborns just eat, sleep and wail the same way across the world? That’s not so,
according to a new study which found that babies cry with an accent within the first week of
life.
By recording cries of 60 babies born to French or German parents, researchers discovered
that babies cry with the same “prosody” or melody used in their native language by the
second day of life.
French newborns in the study ended their cries with a lilt at the end typically heard in French.
German babies, however, started their cries intensely and dropped off at the end – much like
the emphasis their German parents put in a sentence, according to a study published
Thursday in Current Biology.
Experts in child development say the most exciting part of this discovery is not that infants
recognize the melody of their language, but that the newborns may have the ability to use
what they heard in the womb to then control their cries.
Adaptado de: https ://abcnews .go.com/Health/MindMoodNews /newborns -cry -accent-study-finds /story?
id=9006266. Acesso em: 08 nov. 2024.
A parte mais interessante da descoberta, segundo especialistas em desenvolvimento
infantil, foi que
Ano: 2025
Banca:
COMPERVE - UFRN
Órgão:
Prefeitura de Natal - RN
Prova:
COMPERVE - UFRN - 2025 - Prefeitura de Natal - RN - Professor de Inglês |
Q3252404
Inglês
Texto associado
Considere o seguinte texto para responder à questão.
Babies cry with an accent
A study found newborns cry with the melody of their parent’s language.
By ABC News
Think newborns just eat, sleep and wail the same way across the world? That’s not so,
according to a new study which found that babies cry with an accent within the first week of
life.
By recording cries of 60 babies born to French or German parents, researchers discovered
that babies cry with the same “prosody” or melody used in their native language by the
second day of life.
French newborns in the study ended their cries with a lilt at the end typically heard in French.
German babies, however, started their cries intensely and dropped off at the end – much like
the emphasis their German parents put in a sentence, according to a study published
Thursday in Current Biology.
Experts in child development say the most exciting part of this discovery is not that infants
recognize the melody of their language, but that the newborns may have the ability to use
what they heard in the womb to then control their cries.
Adaptado de: https ://abcnews .go.com/Health/MindMoodNews /newborns -cry -accent-study-finds /story?
id=9006266. Acesso em: 08 nov. 2024.
A principal descoberta ao gravar os choros de 60 bebês, nascidos de pais franceses ou de
pais alemães, foi que
Ano: 2025
Banca:
COMPERVE - UFRN
Órgão:
Prefeitura de Natal - RN
Prova:
COMPERVE - UFRN - 2025 - Prefeitura de Natal - RN - Professor de Inglês |
Q3252403
Inglês
Texto associado
Considere o seguinte texto para responder à questão.
Babies cry with an accent
A study found newborns cry with the melody of their parent’s language.
By ABC News
Think newborns just eat, sleep and wail the same way across the world? That’s not so,
according to a new study which found that babies cry with an accent within the first week of
life.
By recording cries of 60 babies born to French or German parents, researchers discovered
that babies cry with the same “prosody” or melody used in their native language by the
second day of life.
French newborns in the study ended their cries with a lilt at the end typically heard in French.
German babies, however, started their cries intensely and dropped off at the end – much like
the emphasis their German parents put in a sentence, according to a study published
Thursday in Current Biology.
Experts in child development say the most exciting part of this discovery is not that infants
recognize the melody of their language, but that the newborns may have the ability to use
what they heard in the womb to then control their cries.
Adaptado de: https ://abcnews .go.com/Health/MindMoodNews /newborns -cry -accent-study-finds /story?
id=9006266. Acesso em: 08 nov. 2024.
Segundo o estudo mencionado no texto, os bebês recém-nascidos choram
Ano: 2025
Banca:
COMPERVE - UFRN
Órgão:
Prefeitura de Natal - RN
Prova:
COMPERVE - UFRN - 2025 - Prefeitura de Natal - RN - Professor de Inglês |
Q3252402
Inglês
Texto associado
Considere o seguinte cartum para responder à questão.
Fonte: https ://comic s k ingdom.com/tiger. Acesso em: 12 nov. 2024.
O tom do narrador na frase I said I taught him. I didn't say he learned it é
Ano: 2025
Banca:
COMPERVE - UFRN
Órgão:
Prefeitura de Natal - RN
Prova:
COMPERVE - UFRN - 2025 - Prefeitura de Natal - RN - Professor de Inglês |
Q3252401
Inglês
Texto associado
Considere o seguinte cartum para responder à questão.
Fonte: https ://comic s k ingdom.com/tiger. Acesso em: 12 nov. 2024.
Sobre a relação entre ensinar e aprender expressa no cartum, o autor quer transmitir a
mensagem de que
Ano: 2025
Banca:
COMPERVE - UFRN
Órgão:
Prefeitura de Natal - RN
Prova:
COMPERVE - UFRN - 2025 - Prefeitura de Natal - RN - Professor de Inglês |
Q3252400
Inglês
Texto associado
Considere o seguinte texto para responder à questão.
AI for language education
This 4-year project explores effective and ethical use of Artificial Intelligence (AI)
technology in language education for both learners and teachers. It investigates how AI
tools can help teachers plan lessons, design materials, and conduct formative
assessment in order to enable learners to utilise AI responsibly for higher-quality,
autonomous language learning.
Newly available AI systems and technologies are seen as full of promise by some and a major
threat by others. This project proposes to sift through some of the mounting hype and
scepticism by exploring practical ways in which emerging AI tools and resources can be
effectively implemented by both language learners and teachers, thereby encouraging their
responsible and ethical use.
In collaboration with language teachers and teacher educators we aim to deepen our
understanding of how AI tools (e.g. ChatGPT) can support language teaching and learning
both in formal and informal settings.
Quality aspects of potentially pedagogically useful applications for learners (e.g. editing and
revising written production, comprehension checking, communication training, grammar
practice, vocabulary development) will be highlighted. The project also aims to look at ways in
which AI can be used to raise ethical awareness of and manage sensitive issues such as
plagiarism and cheating.
Adaptado de: https ://www.ecml.at/Aboutus /AboutUs -Overv iew/tabid/172/language/en-GB/Default.aspx . Acesso
em: 14 nov. 2024.
Em relação às questões éticas, o projeto pretende
Ano: 2025
Banca:
COMPERVE - UFRN
Órgão:
Prefeitura de Natal - RN
Prova:
COMPERVE - UFRN - 2025 - Prefeitura de Natal - RN - Professor de Inglês |
Q3252398
Inglês
Texto associado
Considere o seguinte texto para responder à questão.
AI for language education
This 4-year project explores effective and ethical use of Artificial Intelligence (AI)
technology in language education for both learners and teachers. It investigates how AI
tools can help teachers plan lessons, design materials, and conduct formative
assessment in order to enable learners to utilise AI responsibly for higher-quality,
autonomous language learning.
Newly available AI systems and technologies are seen as full of promise by some and a major
threat by others. This project proposes to sift through some of the mounting hype and
scepticism by exploring practical ways in which emerging AI tools and resources can be
effectively implemented by both language learners and teachers, thereby encouraging their
responsible and ethical use.
In collaboration with language teachers and teacher educators we aim to deepen our
understanding of how AI tools (e.g. ChatGPT) can support language teaching and learning
both in formal and informal settings.
Quality aspects of potentially pedagogically useful applications for learners (e.g. editing and
revising written production, comprehension checking, communication training, grammar
practice, vocabulary development) will be highlighted. The project also aims to look at ways in
which AI can be used to raise ethical awareness of and manage sensitive issues such as
plagiarism and cheating.
Adaptado de: https ://www.ecml.at/Aboutus /AboutUs -Overv iew/tabid/172/language/en-GB/Default.aspx . Acesso
em: 14 nov. 2024.
O projeto anunciado pelo Conselho Europeu tem o objetivo de
Ano: 2025
Banca:
COMPERVE - UFRN
Órgão:
Prefeitura de Natal - RN
Prova:
COMPERVE - UFRN - 2025 - Prefeitura de Natal - RN - Professor de Inglês |
Q3252397
Inglês
Texto associado
Para responder à questão, considere a imagem abaixo.
Disponível em: https ://i.pinimg.com/736x /8b/e1/1b/8be11b053574835953a974d5b6817635.jpg. Acesso em: 21
nov. 2024.
No texto, o marcador discursivo except tem a função de
Ano: 2025
Banca:
COMPERVE - UFRN
Órgão:
Prefeitura de Natal - RN
Prova:
COMPERVE - UFRN - 2025 - Prefeitura de Natal - RN - Professor de Inglês |
Q3252395
Inglês
Texto associado
Para responder à questão, considere a imagem abaixo.
Disponível em: https ://i.pinimg.com/736x /8b/e1/1b/8be11b053574835953a974d5b6817635.jpg. Acesso em: 21
nov. 2024.
O texto mostra que o ambiente do escritório
Ano: 2025
Banca:
COMPERVE - UFRN
Órgão:
Prefeitura de Natal - RN
Prova:
COMPERVE - UFRN - 2025 - Prefeitura de Natal - RN - Professor de Inglês |
Q3252394
Inglês
Texto associado
Para responder à questão, considere a imagem abaixo.
Disponível em: https ://i.pinimg.com/736x /8b/e1/1b/8be11b053574835953a974d5b6817635.jpg. Acesso em: 21
nov. 2024.
O texto que compõe a imagem enfatiza que a alternância entre línguas é
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Rio Negro - PR
Prova:
OBJETIVA - 2025 - Prefeitura de Rio Negro - PR - Professor de Inglês (Lageado e Sede) |
Q3243920
Inglês
Texto associado
The mysterious death of Alexander the Great
When Alexander the Great’s body seemingly remained unchanged for six days after his death in 323 BCE, his contemporaries could offer only one explanation. Alexander must have been a god. So… was he?
Alexander the Great first fell ill during a days-long series of parties, during one of which he collapsed, complaining of a searing pain in his back. After 10 days of intense fever, Alexander’s soldiers were brought in to see him one final time. As reported by the historian Arrian, at that point the king “could no longer speak… but he struggled to raise his head and gave each man a greeting with his eyes.”
When Alexander was declared dead on June 13, theories began forming. Had he been poisoned? Sabotaged? Had he been killed by drinking too much wine? Today we have an explanation for Alexander’s death and his period of bodily freshness that relies less on the supernatural and more on science. In 2018 Dr. Katherine Hall, a lecturer in New Zealand, proposed that Alexander the Great had Guillain-Barré syndrome, an acute autoimmune condition that results in muscle paralysis. In other words, Alexander may have been alive when he was declared dead—a mistake that could have been made when physicians mistook the shallow breathing of a coma patient for no breathing at all. If this was the case, Alexander may have been effectively murdered during embalming—a process that would have seen him disemboweled.
While we can’t travel back in time to confirm Hall’s theory, it is the only one that takes into account all the details of Alexander’s death—and his body’s mysterious life.
Encyclopaedia Britannica. Adaptation
Regarding the text, mark the INCORRECT item.
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235093
Inglês
Texto associado
Leia o texto para responder à questão.
If styles are general characteristics that differentiate one
individual from another, then strategies are those specific
“attacks” that we make on a given problem, and that vary
considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems”
posed by second language input and output. Chamot (2005,
p. 112) defines strategies quite broadly as “procedures that
facilitate a learning task. Strategies are most often conscious
and goal driven.”
As our knowledge of second language acquisition
increased markedly during the 1970s, teachers and
researchers came to realize that no single research finding
and no single method of language teaching would usher in an
era of universal success in teaching a second language. We
saw that certain learners seemed to be successful regardless
of methods or techniques of teaching. We began to see
the importance of individual variation in language learning.
Certain people appeared to be endowed with abilities to
succeed; others lacked those abilities. This observation led
Rubin (1975) and Stern (1975) to describe “good” language
learners in terms of personal traits, styles, and strategies.
Rubin (Rubin & Thompson, 1982) later summarized fourteen
such characteristics. Among other abilities, good language
learners tend to:
1. Find their own way, taking charge of their learning
2. Be creative and develop a “feel” for the language by
experimenting with its grammar and words
3. Make their own opportunities for practice in using the
language inside and outside the classroom
4. Learn to live with uncertainty by continuing to talk or listen
without understanding every word
5. Use linguistic knowledge, including knowledge of their first
language, in learning a second language
6. Use contextual cues to help them in comprehension
7. Learn to make intelligent guesses
8. Learn chunks of language as wholes and formalized
routines to help them perform “beyond their competence”
9. Learn different styles of speech and writing and learn to vary
their language according to the formality of the situation.
(, H.Douglas Brown. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
Confidencial até o momento da aplicação.
Leia a gravura e compare-a ao conteúdo do texto de Brown (2000).
The space in the bingo card that best represents learners who “Learn to live with uncertainty by continuing to talk or listen without understanding every word” (item 4 in Brown’s list of strategies”) is the one which reads
The space in the bingo card that best represents learners who “Learn to live with uncertainty by continuing to talk or listen without understanding every word” (item 4 in Brown’s list of strategies”) is the one which reads
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235092
Inglês
Texto associado
Leia o texto para responder à questão.
If styles are general characteristics that differentiate one
individual from another, then strategies are those specific
“attacks” that we make on a given problem, and that vary
considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems”
posed by second language input and output. Chamot (2005,
p. 112) defines strategies quite broadly as “procedures that
facilitate a learning task. Strategies are most often conscious
and goal driven.”
As our knowledge of second language acquisition
increased markedly during the 1970s, teachers and
researchers came to realize that no single research finding
and no single method of language teaching would usher in an
era of universal success in teaching a second language. We
saw that certain learners seemed to be successful regardless
of methods or techniques of teaching. We began to see
the importance of individual variation in language learning.
Certain people appeared to be endowed with abilities to
succeed; others lacked those abilities. This observation led
Rubin (1975) and Stern (1975) to describe “good” language
learners in terms of personal traits, styles, and strategies.
Rubin (Rubin & Thompson, 1982) later summarized fourteen
such characteristics. Among other abilities, good language
learners tend to:
1. Find their own way, taking charge of their learning
2. Be creative and develop a “feel” for the language by
experimenting with its grammar and words
3. Make their own opportunities for practice in using the
language inside and outside the classroom
4. Learn to live with uncertainty by continuing to talk or listen
without understanding every word
5. Use linguistic knowledge, including knowledge of their first
language, in learning a second language
6. Use contextual cues to help them in comprehension
7. Learn to make intelligent guesses
8. Learn chunks of language as wholes and formalized
routines to help them perform “beyond their competence”
9. Learn different styles of speech and writing and learn to vary
their language according to the formality of the situation.
(, H.Douglas Brown. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
Confidencial até o momento da aplicação.
In reading, the ability to “make intelligent guesses” is
named
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235091
Inglês
Texto associado
Leia o texto para responder à questão.
If styles are general characteristics that differentiate one
individual from another, then strategies are those specific
“attacks” that we make on a given problem, and that vary
considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems”
posed by second language input and output. Chamot (2005,
p. 112) defines strategies quite broadly as “procedures that
facilitate a learning task. Strategies are most often conscious
and goal driven.”
As our knowledge of second language acquisition
increased markedly during the 1970s, teachers and
researchers came to realize that no single research finding
and no single method of language teaching would usher in an
era of universal success in teaching a second language. We
saw that certain learners seemed to be successful regardless
of methods or techniques of teaching. We began to see
the importance of individual variation in language learning.
Certain people appeared to be endowed with abilities to
succeed; others lacked those abilities. This observation led
Rubin (1975) and Stern (1975) to describe “good” language
learners in terms of personal traits, styles, and strategies.
Rubin (Rubin & Thompson, 1982) later summarized fourteen
such characteristics. Among other abilities, good language
learners tend to:
1. Find their own way, taking charge of their learning
2. Be creative and develop a “feel” for the language by
experimenting with its grammar and words
3. Make their own opportunities for practice in using the
language inside and outside the classroom
4. Learn to live with uncertainty by continuing to talk or listen
without understanding every word
5. Use linguistic knowledge, including knowledge of their first
language, in learning a second language
6. Use contextual cues to help them in comprehension
7. Learn to make intelligent guesses
8. Learn chunks of language as wholes and formalized
routines to help them perform “beyond their competence”
9. Learn different styles of speech and writing and learn to vary
their language according to the formality of the situation.
(, H.Douglas Brown. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
Confidencial até o momento da aplicação.
Um professor do Ensino Fundamental preocupado em
desenvolver no aluno a habilidade n.7 citada no texto de
Brown, “Learn to make intelligent guesses”, deverá
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235090
Inglês
Texto associado
Leia o texto para responder à questão.
If styles are general characteristics that differentiate one
individual from another, then strategies are those specific
“attacks” that we make on a given problem, and that vary
considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems”
posed by second language input and output. Chamot (2005,
p. 112) defines strategies quite broadly as “procedures that
facilitate a learning task. Strategies are most often conscious
and goal driven.”
As our knowledge of second language acquisition
increased markedly during the 1970s, teachers and
researchers came to realize that no single research finding
and no single method of language teaching would usher in an
era of universal success in teaching a second language. We
saw that certain learners seemed to be successful regardless
of methods or techniques of teaching. We began to see
the importance of individual variation in language learning.
Certain people appeared to be endowed with abilities to
succeed; others lacked those abilities. This observation led
Rubin (1975) and Stern (1975) to describe “good” language
learners in terms of personal traits, styles, and strategies.
Rubin (Rubin & Thompson, 1982) later summarized fourteen
such characteristics. Among other abilities, good language
learners tend to:
1. Find their own way, taking charge of their learning
2. Be creative and develop a “feel” for the language by
experimenting with its grammar and words
3. Make their own opportunities for practice in using the
language inside and outside the classroom
4. Learn to live with uncertainty by continuing to talk or listen
without understanding every word
5. Use linguistic knowledge, including knowledge of their first
language, in learning a second language
6. Use contextual cues to help them in comprehension
7. Learn to make intelligent guesses
8. Learn chunks of language as wholes and formalized
routines to help them perform “beyond their competence”
9. Learn different styles of speech and writing and learn to vary
their language according to the formality of the situation.
(, H.Douglas Brown. Principles of language learning and teaching.
5th ed. Longman, 2000. Adaptado)
Confidencial até o momento da aplicação.
According to Rubin (Rubin & Thompson, 1982), good
language learners “learn chunks of language as wholes
and formalized routines to help them perform “beyond
their competence”. To help their students develop such an
ability, the English teacher may, among other classroom
proposals,
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235085
Inglês
Texto associado
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Depreende-se das visões de Seidlhofer (2004) e Jenkins
(2005), no segundo e terceiro parágrafos, e das posições
da BNCC sobre a aprendizagem de inglês na escola brasileira, que uma frase como “She wear a blue uniform
for school”, se pronunciada por um aprendiz brasileiro do
ensino fundamental,
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itapevi - SP
Prova:
VUNESP - 2025 - Prefeitura de Itapevi - SP - Professor Educação Básica II - Inglês |
Q3235084
Inglês
Texto associado
Leia o texto para responder à questão.
ELF: English as a lingua franca
The Vienna Oxford International Corpus of English
(VOICE), a collection of English as a Lingua Franca (ELF)
currently under construction, defines lingua franca as an
additionally acquired language system that serves as a
means of communication for speakers from different speech
communities, who use it to communicate with each other but
for whom it is not their native language.
Early findings from the VOICE corpus tentatively identify
a number of features which point to systematic lexicogrammatical differences between native-speaker English and
ELF, for example dropping the third person present tense ‘s’
(e.g. she wear), omitting definite and indefinite articles,
insertion of prepositions (e.g. can we discuss about this
issue). These features are not a threat to comprehension, as
they involve typical errors that most English teachers would
correct and remediate. However, Seidlhofer (2004) points out
that they appear to be generally unproblematic and do not
cause an obstacle to communicative success in ELF.
The work of Jenkins (1996, 2000, 2004, 2005) has also
been very influential in relation to the teaching of pronunciation
for ELF. Her research finds that a number of items common to
most native-speaker varieties of English were not necessary
in successful ELF interactions; for example, the substitution
of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g.
think became sink or tink, and this became dis or zis). Jenkins
argues that such features occur regularly in ELF interactions
and do not cause intelligibility problems.
Problems may arise in the (perhaps unfair) equation
between a reduced or ‘stripped down’ ELF syllabus and an
impoverished experience of the L2. Indeed, it could be argued
that learners of any language always end up producing less
than the input they are exposed to, and that if that input itself
is deliberately restricted, then even less will be the outcome.
(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom.
Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Read the two quotations by two researchers, commenting
on some lexico-grammatical features of English as a
lingua franca:
“Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.” (paragraph 2)
“Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.” (paragraph 3)
From the two statements it is possible to understand that, in the teaching of English as a língua franca, a central issue concerning learners’ production of the English language is
“Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.” (paragraph 2)
“Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.” (paragraph 3)
From the two statements it is possible to understand that, in the teaching of English as a língua franca, a central issue concerning learners’ production of the English language is
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