Questões de Concurso
Sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 12.963 questões
Ano: 2025
Banca:
FAU
Órgão:
Prefeitura de Pinhalão - PR
Prova:
FAU - 2025 - Prefeitura de Pinhalão - PR - Professor de Inglês |
Q3492030
Inglês
Texto associado
O texto IV refere-se à questão.
Texto IV
From a rhetorical and discourse analysis perspective, which strategy does the
advertisement predominantly employ to mitigate potential consumer apprehension
regarding the adverse health effects of smoking?
Ano: 2025
Banca:
FAU
Órgão:
Prefeitura de Pinhalão - PR
Prova:
FAU - 2025 - Prefeitura de Pinhalão - PR - Professor de Inglês |
Q3492029
Inglês
Texto associado
O texto IV refere-se à questão.
Texto IV
Considering the grammatical structure of comparatives and the pragmatic intention of
issuing a health warning, which of the following sentences appropriately conveys the idea
that smoking represents a more detrimental health choice when compared to another
habitual activity?
Ano: 2025
Banca:
FAU
Órgão:
Prefeitura de Pinhalão - PR
Prova:
FAU - 2025 - Prefeitura de Pinhalão - PR - Professor de Inglês |
Q3492025
Inglês
Texto associado
O texto III refere-se à questão.
TEXTO III - How the Minnesota Shootings Suspect Was Caught12
After an intense two-day manhunt, Minnesota police captured Vance Boelter, 57, the suspect
accused of shooting two state lawmakers and their spouses. The arrest took place on Sunday
evening in a rural field near Minneapolis. Despite being armed at the time, Mr. Boelter was taken
into custody without the use of force, according to official reports.
The case began early Saturday morning when police responded to a shooting at the home of
State Senator John Hoffman. Concerned that the suspect might target other political figures,
officers quickly went to the residence of Representative Melissa Hortman. Upon their arrival, Mr.
Boelter opened fire on them before escaping on foot through a golf course located behind the
house. This incident marked the beginning of what authorities called the largest manhunt in
Minnesota's history.
Throughout the weekend, more than 100 officers and nearly 20 SWAT teams were deployed
across Sibley County, a largely rural area southwest of Minneapolis. Law enforcement agencies
worked together, setting up a temporary command center in a nearby parking lot to coordinate
search operations.
The breakthrough in the search came on Sunday afternoon when officers discovered Mr.
Boelter’s car and hat abandoned on a remote stretch of road. This discovery significantly narrowed
the search area. Later, an officer reported seeing someone, believed to be the suspect, running
into a wooded area nearby.
Further confirmation came when a local resident provided footage from a trail camera
installed on private property. The image captured on the camera showed a person matching Mr.
Boelter’s description. Acting on this evidence, police established a one-square-mile perimeter,
deploying drones and police dogs to assist in tracking the suspect’s movements.
Using aerial surveillance, officers spotted Mr. Boelter crawling through thick shrubs. Drones
tracked him from above, allowing SWAT teams to converge on his location without engaging in a
violent confrontation. Authorities emphasized that despite the suspect being armed, the arrest was
made peacefully and without incident.
Following the capture, a photo was released showing Mr. Boelter standing in the field where
he was apprehended. The image was edited to obscure the faces of the arresting officers for
privacy and security reasons. At the command center, law enforcement officials celebrated the
successful end to the operation.
Investigators later praised the rapid response and coordination among different police
departments. Officials noted that the quick decision by Brooklyn Park officers to check
Representative Hortman’s home shortly after the first shooting may have prevented further
violence and shortened the duration of the manhunt.
1 Fonte: https://www.nytimes.com/2025/06/16/us/minnesota-shooting-suspect-caught-how.html
Acesso em: 16 de junho de 2025
2
(Adapted from: "How the Minnesota Shootings Suspect Was Caught", The New York Times, June 16,
2025)
What technology did the police use to track the suspect in the woods?
Ano: 2025
Banca:
FAU
Órgão:
Prefeitura de Pinhalão - PR
Prova:
FAU - 2025 - Prefeitura de Pinhalão - PR - Professor de Inglês |
Q3492024
Inglês
Texto associado
O texto III refere-se à questão.
TEXTO III - How the Minnesota Shootings Suspect Was Caught12
After an intense two-day manhunt, Minnesota police captured Vance Boelter, 57, the suspect
accused of shooting two state lawmakers and their spouses. The arrest took place on Sunday
evening in a rural field near Minneapolis. Despite being armed at the time, Mr. Boelter was taken
into custody without the use of force, according to official reports.
The case began early Saturday morning when police responded to a shooting at the home of
State Senator John Hoffman. Concerned that the suspect might target other political figures,
officers quickly went to the residence of Representative Melissa Hortman. Upon their arrival, Mr.
Boelter opened fire on them before escaping on foot through a golf course located behind the
house. This incident marked the beginning of what authorities called the largest manhunt in
Minnesota's history.
Throughout the weekend, more than 100 officers and nearly 20 SWAT teams were deployed
across Sibley County, a largely rural area southwest of Minneapolis. Law enforcement agencies
worked together, setting up a temporary command center in a nearby parking lot to coordinate
search operations.
The breakthrough in the search came on Sunday afternoon when officers discovered Mr.
Boelter’s car and hat abandoned on a remote stretch of road. This discovery significantly narrowed
the search area. Later, an officer reported seeing someone, believed to be the suspect, running
into a wooded area nearby.
Further confirmation came when a local resident provided footage from a trail camera
installed on private property. The image captured on the camera showed a person matching Mr.
Boelter’s description. Acting on this evidence, police established a one-square-mile perimeter,
deploying drones and police dogs to assist in tracking the suspect’s movements.
Using aerial surveillance, officers spotted Mr. Boelter crawling through thick shrubs. Drones
tracked him from above, allowing SWAT teams to converge on his location without engaging in a
violent confrontation. Authorities emphasized that despite the suspect being armed, the arrest was
made peacefully and without incident.
Following the capture, a photo was released showing Mr. Boelter standing in the field where
he was apprehended. The image was edited to obscure the faces of the arresting officers for
privacy and security reasons. At the command center, law enforcement officials celebrated the
successful end to the operation.
Investigators later praised the rapid response and coordination among different police
departments. Officials noted that the quick decision by Brooklyn Park officers to check
Representative Hortman’s home shortly after the first shooting may have prevented further
violence and shortened the duration of the manhunt.
1 Fonte: https://www.nytimes.com/2025/06/16/us/minnesota-shooting-suspect-caught-how.html
Acesso em: 16 de junho de 2025
2
(Adapted from: "How the Minnesota Shootings Suspect Was Caught", The New York Times, June 16,
2025)
How many days did the manhunt for the suspect last?
Ano: 2025
Banca:
FAU
Órgão:
Prefeitura de Pinhalão - PR
Prova:
FAU - 2025 - Prefeitura de Pinhalão - PR - Professor de Inglês |
Q3492023
Inglês
Texto associado
O texto III refere-se à questão.
TEXTO III - How the Minnesota Shootings Suspect Was Caught12
After an intense two-day manhunt, Minnesota police captured Vance Boelter, 57, the suspect
accused of shooting two state lawmakers and their spouses. The arrest took place on Sunday
evening in a rural field near Minneapolis. Despite being armed at the time, Mr. Boelter was taken
into custody without the use of force, according to official reports.
The case began early Saturday morning when police responded to a shooting at the home of
State Senator John Hoffman. Concerned that the suspect might target other political figures,
officers quickly went to the residence of Representative Melissa Hortman. Upon their arrival, Mr.
Boelter opened fire on them before escaping on foot through a golf course located behind the
house. This incident marked the beginning of what authorities called the largest manhunt in
Minnesota's history.
Throughout the weekend, more than 100 officers and nearly 20 SWAT teams were deployed
across Sibley County, a largely rural area southwest of Minneapolis. Law enforcement agencies
worked together, setting up a temporary command center in a nearby parking lot to coordinate
search operations.
The breakthrough in the search came on Sunday afternoon when officers discovered Mr.
Boelter’s car and hat abandoned on a remote stretch of road. This discovery significantly narrowed
the search area. Later, an officer reported seeing someone, believed to be the suspect, running
into a wooded area nearby.
Further confirmation came when a local resident provided footage from a trail camera
installed on private property. The image captured on the camera showed a person matching Mr.
Boelter’s description. Acting on this evidence, police established a one-square-mile perimeter,
deploying drones and police dogs to assist in tracking the suspect’s movements.
Using aerial surveillance, officers spotted Mr. Boelter crawling through thick shrubs. Drones
tracked him from above, allowing SWAT teams to converge on his location without engaging in a
violent confrontation. Authorities emphasized that despite the suspect being armed, the arrest was
made peacefully and without incident.
Following the capture, a photo was released showing Mr. Boelter standing in the field where
he was apprehended. The image was edited to obscure the faces of the arresting officers for
privacy and security reasons. At the command center, law enforcement officials celebrated the
successful end to the operation.
Investigators later praised the rapid response and coordination among different police
departments. Officials noted that the quick decision by Brooklyn Park officers to check
Representative Hortman’s home shortly after the first shooting may have prevented further
violence and shortened the duration of the manhunt.
1 Fonte: https://www.nytimes.com/2025/06/16/us/minnesota-shooting-suspect-caught-how.html
Acesso em: 16 de junho de 2025
2
(Adapted from: "How the Minnesota Shootings Suspect Was Caught", The New York Times, June 16,
2025)
Where was Vance Boelter arrested?
Ano: 2025
Banca:
FAU
Órgão:
Prefeitura de Pinhalão - PR
Prova:
FAU - 2025 - Prefeitura de Pinhalão - PR - Professor de Inglês |
Q3492022
Inglês
Texto associado
O texto II refere-se à questão.
TEXTO II - “Ordinary” by Alex Warren
They say, "The holy water's watered down
And this town's lost its faith
Our colors will fade eventually"
So if our time is runnin' out
Day after day
We'll make the mundane our masterpiece
Oh my, my
Oh my, my love
I take one look at you
You're takin' me out of the ordinary
I want you layin' me down 'til we're dead and buried
On the edge of your knife, stayin' drunk on your vine
The angels up in the clouds are jealous, knowin' we found
Somethin' so out of the ordinary
You got me kissin' the ground of your sanctuary
Shatter me with your touch, oh Lord, return me to dust
The angels up in the clouds are jealous, knowin' we found
Hopeless hallelujah
On this side of Heaven's gate
Oh, my life, how do ya
Breathe and take my breath away?
At your altar, I will pray
You're the sculptor, I'm the clay
(...)
Considering the poetic features of the song "Ordinary", what is the main effect of the
use of metaphors such as "The angels up in the clouds are jealous" and "You're the
sculptor, I'm the clay"?
Ano: 2025
Banca:
FAU
Órgão:
Prefeitura de Pinhalão - PR
Prova:
FAU - 2025 - Prefeitura de Pinhalão - PR - Professor de Inglês |
Q3492021
Inglês
Texto associado
O texto II refere-se à questão.
TEXTO II - “Ordinary” by Alex Warren
They say, "The holy water's watered down
And this town's lost its faith
Our colors will fade eventually"
So if our time is runnin' out
Day after day
We'll make the mundane our masterpiece
Oh my, my
Oh my, my love
I take one look at you
You're takin' me out of the ordinary
I want you layin' me down 'til we're dead and buried
On the edge of your knife, stayin' drunk on your vine
The angels up in the clouds are jealous, knowin' we found
Somethin' so out of the ordinary
You got me kissin' the ground of your sanctuary
Shatter me with your touch, oh Lord, return me to dust
The angels up in the clouds are jealous, knowin' we found
Hopeless hallelujah
On this side of Heaven's gate
Oh, my life, how do ya
Breathe and take my breath away?
At your altar, I will pray
You're the sculptor, I'm the clay
(...)
According to the song, how does the speaker describe the impact of the loved one on
his life?
Ano: 2025
Banca:
FAU
Órgão:
Prefeitura de Pinhalão - PR
Prova:
FAU - 2025 - Prefeitura de Pinhalão - PR - Professor de Inglês |
Q3492019
Inglês
Texto associado
O texto I refere-se à questão.
TEXT I – The Role of Motivation in Learning English as a Second Language
Learning English as a second language can be a long and challenging process. Students
often face difficulties such as unfamiliar grammar rules, pronunciation differences, and vocabulary
gaps. However, one factor that significantly affects success in learning is motivation. Motivated
students tend to participate more actively in class, complete assignments, and practice the
language outside the classroom.
There are two main types of motivation: intrinsic and extrinsic. Intrinsic motivation comes
from the student’s internal desire to learn, such as personal interest in English culture or the joy of
learning new languages. On the other hand, extrinsic motivation is related to external rewards, like
passing an exam, getting a job promotion, or meeting school requirements. Both types of
motivation play an important role in language learning.
Teachers can use different strategies to increase student motivation. One effective method
is to create engaging and meaningful activities. For example, using real-life situations like roleplays, interviews, or debates can make students feel that what they are learning is useful and
relevant. Also, providing positive feedback and celebrating small achievements helps build student
confidence and encourages continuous effort.
Another essential factor is setting realistic goals. When students see progress over time,
such as learning a certain number of new words per week or being able to hold a short
conversation, they feel more motivated to continue. Clear and achievable targets make the
learning process less overwhelming and more enjoyable.
Finally, it is important for teachers to understand the individual needs and interests of their
students. Adapting lessons to include topics that students enjoy, such as music, movies, or travel,
can make classes more dynamic and inspiring. Motivation is not something fixed; it can grow with
the right teaching approach and a supportive classroom environment.
According to the text, why is it important to set realistic goals for ESL students?
Ano: 2025
Banca:
FAU
Órgão:
Prefeitura de Pinhalão - PR
Prova:
FAU - 2025 - Prefeitura de Pinhalão - PR - Professor de Inglês |
Q3492018
Inglês
Texto associado
O texto I refere-se à questão.
TEXT I – The Role of Motivation in Learning English as a Second Language
Learning English as a second language can be a long and challenging process. Students
often face difficulties such as unfamiliar grammar rules, pronunciation differences, and vocabulary
gaps. However, one factor that significantly affects success in learning is motivation. Motivated
students tend to participate more actively in class, complete assignments, and practice the
language outside the classroom.
There are two main types of motivation: intrinsic and extrinsic. Intrinsic motivation comes
from the student’s internal desire to learn, such as personal interest in English culture or the joy of
learning new languages. On the other hand, extrinsic motivation is related to external rewards, like
passing an exam, getting a job promotion, or meeting school requirements. Both types of
motivation play an important role in language learning.
Teachers can use different strategies to increase student motivation. One effective method
is to create engaging and meaningful activities. For example, using real-life situations like roleplays, interviews, or debates can make students feel that what they are learning is useful and
relevant. Also, providing positive feedback and celebrating small achievements helps build student
confidence and encourages continuous effort.
Another essential factor is setting realistic goals. When students see progress over time,
such as learning a certain number of new words per week or being able to hold a short
conversation, they feel more motivated to continue. Clear and achievable targets make the
learning process less overwhelming and more enjoyable.
Finally, it is important for teachers to understand the individual needs and interests of their
students. Adapting lessons to include topics that students enjoy, such as music, movies, or travel,
can make classes more dynamic and inspiring. Motivation is not something fixed; it can grow with
the right teaching approach and a supportive classroom environment.
Which strategy is mentioned in the text as a way to increase student motivation in the
ESL classroom?
Ano: 2025
Banca:
FAU
Órgão:
Prefeitura de Pinhalão - PR
Prova:
FAU - 2025 - Prefeitura de Pinhalão - PR - Professor de Inglês |
Q3492017
Inglês
Texto associado
O texto I refere-se à questão.
TEXT I – The Role of Motivation in Learning English as a Second Language
Learning English as a second language can be a long and challenging process. Students
often face difficulties such as unfamiliar grammar rules, pronunciation differences, and vocabulary
gaps. However, one factor that significantly affects success in learning is motivation. Motivated
students tend to participate more actively in class, complete assignments, and practice the
language outside the classroom.
There are two main types of motivation: intrinsic and extrinsic. Intrinsic motivation comes
from the student’s internal desire to learn, such as personal interest in English culture or the joy of
learning new languages. On the other hand, extrinsic motivation is related to external rewards, like
passing an exam, getting a job promotion, or meeting school requirements. Both types of
motivation play an important role in language learning.
Teachers can use different strategies to increase student motivation. One effective method
is to create engaging and meaningful activities. For example, using real-life situations like roleplays, interviews, or debates can make students feel that what they are learning is useful and
relevant. Also, providing positive feedback and celebrating small achievements helps build student
confidence and encourages continuous effort.
Another essential factor is setting realistic goals. When students see progress over time,
such as learning a certain number of new words per week or being able to hold a short
conversation, they feel more motivated to continue. Clear and achievable targets make the
learning process less overwhelming and more enjoyable.
Finally, it is important for teachers to understand the individual needs and interests of their
students. Adapting lessons to include topics that students enjoy, such as music, movies, or travel,
can make classes more dynamic and inspiring. Motivation is not something fixed; it can grow with
the right teaching approach and a supportive classroom environment.
What is one example of intrinsic motivation for learning English, according to the text?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de São João do Rio do Peixe - PB
Prova:
EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |
Q3482503
Inglês
Texto associado
TEXT 2
GRAMMAR
Most English language teachers are probably comfortable
using the word ‘grammar’. There is an established
grammatical tradition within ELT, and terms such as
‘tense’, ‘conditional form’, or ‘defining relative clause’ are
likely to be familiar even to relatively inexperienced
teachers. Grammar is often thought of as something
reliable and predictable, but although the term is a
keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps
surprising amount of variation and inconsistency.
The word ‘grammar’ comes originally from Ancient Greek
grammatike (‘pertaining to letters/written language’).
Grammar was one of the ‘liberal arts’ taught in Ancient
Greece, and in Rome from around the fifth century BC,
although at this time it was a wider area of study than
today, including textual and aesthetic criticism and literary
history. Its study continued in Europe in medieval times
and beyond, with grammar being taught at schools
alongside logic and rhetoric in what was known as the
‘trivium’.
The tradition of studying the grammar of English in British
schools did not emerge until the 16th century (Howatt with
Widdowson 2004: 77) — until then, studying grammar at
school meant studying Latin or Ancient Greek, not
vernacular languages. Indeed, the first grammar of
English, Bullokar’s Pamphlet for Grammar (1586), is said
to have been written to demonstrate that the English
language was in fact rule-based and could be analysed in
the same way as Latin (Linn 2006: 74).
Grammar has lost its status as a distinct subject in the
school curriculum but the word has continued (since 1530
according to the Oxford English Dictionary) to be used as
a countable noun meaning ‘a book describing the grammar
of a language’.
Content extracted and adapted from:
https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext
According to Text 2, what does the Oxford English
Dictionary say about the term "grammar”?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de São João do Rio do Peixe - PB
Prova:
EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |
Q3482502
Inglês
Texto associado
TEXT 2
GRAMMAR
Most English language teachers are probably comfortable
using the word ‘grammar’. There is an established
grammatical tradition within ELT, and terms such as
‘tense’, ‘conditional form’, or ‘defining relative clause’ are
likely to be familiar even to relatively inexperienced
teachers. Grammar is often thought of as something
reliable and predictable, but although the term is a
keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps
surprising amount of variation and inconsistency.
The word ‘grammar’ comes originally from Ancient Greek
grammatike (‘pertaining to letters/written language’).
Grammar was one of the ‘liberal arts’ taught in Ancient
Greece, and in Rome from around the fifth century BC,
although at this time it was a wider area of study than
today, including textual and aesthetic criticism and literary
history. Its study continued in Europe in medieval times
and beyond, with grammar being taught at schools
alongside logic and rhetoric in what was known as the
‘trivium’.
The tradition of studying the grammar of English in British
schools did not emerge until the 16th century (Howatt with
Widdowson 2004: 77) — until then, studying grammar at
school meant studying Latin or Ancient Greek, not
vernacular languages. Indeed, the first grammar of
English, Bullokar’s Pamphlet for Grammar (1586), is said
to have been written to demonstrate that the English
language was in fact rule-based and could be analysed in
the same way as Latin (Linn 2006: 74).
Grammar has lost its status as a distinct subject in the
school curriculum but the word has continued (since 1530
according to the Oxford English Dictionary) to be used as
a countable noun meaning ‘a book describing the grammar
of a language’.
Content extracted and adapted from:
https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext
According to Text 2, what was the first grammar book
of the English language?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de São João do Rio do Peixe - PB
Prova:
EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |
Q3482501
Inglês
Texto associado
TEXT 2
GRAMMAR
Most English language teachers are probably comfortable
using the word ‘grammar’. There is an established
grammatical tradition within ELT, and terms such as
‘tense’, ‘conditional form’, or ‘defining relative clause’ are
likely to be familiar even to relatively inexperienced
teachers. Grammar is often thought of as something
reliable and predictable, but although the term is a
keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps
surprising amount of variation and inconsistency.
The word ‘grammar’ comes originally from Ancient Greek
grammatike (‘pertaining to letters/written language’).
Grammar was one of the ‘liberal arts’ taught in Ancient
Greece, and in Rome from around the fifth century BC,
although at this time it was a wider area of study than
today, including textual and aesthetic criticism and literary
history. Its study continued in Europe in medieval times
and beyond, with grammar being taught at schools
alongside logic and rhetoric in what was known as the
‘trivium’.
The tradition of studying the grammar of English in British
schools did not emerge until the 16th century (Howatt with
Widdowson 2004: 77) — until then, studying grammar at
school meant studying Latin or Ancient Greek, not
vernacular languages. Indeed, the first grammar of
English, Bullokar’s Pamphlet for Grammar (1586), is said
to have been written to demonstrate that the English
language was in fact rule-based and could be analysed in
the same way as Latin (Linn 2006: 74).
Grammar has lost its status as a distinct subject in the
school curriculum but the word has continued (since 1530
according to the Oxford English Dictionary) to be used as
a countable noun meaning ‘a book describing the grammar
of a language’.
Content extracted and adapted from:
https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext
What does Text 2 suggest about the status of grammar
in today’s school curriculum?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de São João do Rio do Peixe - PB
Prova:
EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |
Q3482498
Inglês
Texto associado
TEXT 1
NATIVE-SPEAKERISM
Framing the Issue
Native-speakerism is an ideology that upholdsthe idea that
so-called “native speakers” are the best models and
teachers of English because they represent a “Western
culture” from which spring the ideals both of English and
of the methodology for teaching it (Holliday, 2005, p. 6).
As an ideology, it is a system of ideas that represents a
distorted worldview that supports a particular vested
interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the
so-called “native speaker” brand. The realization that this
is an ideologically constructed brand derives from
Phillipson’s (1992) linguistic imperialism thesis that the
concept of the “native speaker” as a superior model and
teacher was explicitly constructed by American and British aid agencies in the 1960s to support their agenda of
spreading English as a global product.
Further indication that the “native speaker” brand is an
ideological construction is that the native-non-native
speaker distinction is not self-evident on technical
linguistic or even nationality grounds. It is instead a
professionally popularized distinction that has been falsely
associated with cultural orientation (Kubota & Lin, 2006).
Teachers who are labeled “native speakers” have been
falsely idealized as organized and autonomous in fitting
with the common yet mistaken description of so-called
“individualist cultures” of the West; while teachers who
are labeled “non-native speakers” are demonized as
deficient in these attributes in fitting with the common yet
mistaken description of so-called “collectivist cultures” of
the non-West (Holliday, 2005, p. 19, citing Kubota,
Kumaravadivelu, Nayar, and Pennycook). The collectivist
stereotype is itself considered to be a Western construction
of non-Western cultural deficiency. An example of this is
a British teacher’s reference to a superior “native speaker”
“birthright” at the same time as criticizing, albeit without
foundation, not only the linguistic and pedagogic
performance, but also the cultural background and
proficiency of his “non-native speaker” colleagues
(Holliday & Aboshiha, 2009, p. 667).
The Othering of teachers who are labeled “non-native
speakers” therefore results in a cultural disbelief—not
believing in their ability to teach English within a Western,
and indeed superficially constructed “learning group
ideal” that is characterized by “active” oral expression,
initiation, self-direction, and students working in groups
and pairs (Holliday, 2005, p. 44). The association of the
“non-native speaker” label with deficiency is also deeply
rooted within a wider and equally mistaken Western
perception that people from non-Western cultural
backgrounds are unable to be critical and self-determined.
Excerpt extracted and adapted from:
https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
Based on Text 1, which institutions contributed to the
creation of the native-speaker model, according to
Phillipson?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de São João do Rio do Peixe - PB
Prova:
EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |
Q3482497
Inglês
Texto associado
TEXT 1
NATIVE-SPEAKERISM
Framing the Issue
Native-speakerism is an ideology that upholdsthe idea that
so-called “native speakers” are the best models and
teachers of English because they represent a “Western
culture” from which spring the ideals both of English and
of the methodology for teaching it (Holliday, 2005, p. 6).
As an ideology, it is a system of ideas that represents a
distorted worldview that supports a particular vested
interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the
so-called “native speaker” brand. The realization that this
is an ideologically constructed brand derives from
Phillipson’s (1992) linguistic imperialism thesis that the
concept of the “native speaker” as a superior model and
teacher was explicitly constructed by American and British aid agencies in the 1960s to support their agenda of
spreading English as a global product.
Further indication that the “native speaker” brand is an
ideological construction is that the native-non-native
speaker distinction is not self-evident on technical
linguistic or even nationality grounds. It is instead a
professionally popularized distinction that has been falsely
associated with cultural orientation (Kubota & Lin, 2006).
Teachers who are labeled “native speakers” have been
falsely idealized as organized and autonomous in fitting
with the common yet mistaken description of so-called
“individualist cultures” of the West; while teachers who
are labeled “non-native speakers” are demonized as
deficient in these attributes in fitting with the common yet
mistaken description of so-called “collectivist cultures” of
the non-West (Holliday, 2005, p. 19, citing Kubota,
Kumaravadivelu, Nayar, and Pennycook). The collectivist
stereotype is itself considered to be a Western construction
of non-Western cultural deficiency. An example of this is
a British teacher’s reference to a superior “native speaker”
“birthright” at the same time as criticizing, albeit without
foundation, not only the linguistic and pedagogic
performance, but also the cultural background and
proficiency of his “non-native speaker” colleagues
(Holliday & Aboshiha, 2009, p. 667).
The Othering of teachers who are labeled “non-native
speakers” therefore results in a cultural disbelief—not
believing in their ability to teach English within a Western,
and indeed superficially constructed “learning group
ideal” that is characterized by “active” oral expression,
initiation, self-direction, and students working in groups
and pairs (Holliday, 2005, p. 44). The association of the
“non-native speaker” label with deficiency is also deeply
rooted within a wider and equally mistaken Western
perception that people from non-Western cultural
backgrounds are unable to be critical and self-determined.
Excerpt extracted and adapted from:
https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
According to text 1, what is native-speakerism mainly
based on?
Ano: 2025
Banca:
EDUCA
Órgão:
Prefeitura de São João do Rio do Peixe - PB
Prova:
EDUCA - 2025 - Prefeitura de São João do Rio do Peixe - PB - Professor de Educação Básica II - Língua Inglesa |
Q3482496
Inglês
Texto associado
TEXT 1
NATIVE-SPEAKERISM
Framing the Issue
Native-speakerism is an ideology that upholdsthe idea that
so-called “native speakers” are the best models and
teachers of English because they represent a “Western
culture” from which spring the ideals both of English and
of the methodology for teaching it (Holliday, 2005, p. 6).
As an ideology, it is a system of ideas that represents a
distorted worldview that supports a particular vested
interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the
so-called “native speaker” brand. The realization that this
is an ideologically constructed brand derives from
Phillipson’s (1992) linguistic imperialism thesis that the
concept of the “native speaker” as a superior model and
teacher was explicitly constructed by American and British aid agencies in the 1960s to support their agenda of
spreading English as a global product.
Further indication that the “native speaker” brand is an
ideological construction is that the native-non-native
speaker distinction is not self-evident on technical
linguistic or even nationality grounds. It is instead a
professionally popularized distinction that has been falsely
associated with cultural orientation (Kubota & Lin, 2006).
Teachers who are labeled “native speakers” have been
falsely idealized as organized and autonomous in fitting
with the common yet mistaken description of so-called
“individualist cultures” of the West; while teachers who
are labeled “non-native speakers” are demonized as
deficient in these attributes in fitting with the common yet
mistaken description of so-called “collectivist cultures” of
the non-West (Holliday, 2005, p. 19, citing Kubota,
Kumaravadivelu, Nayar, and Pennycook). The collectivist
stereotype is itself considered to be a Western construction
of non-Western cultural deficiency. An example of this is
a British teacher’s reference to a superior “native speaker”
“birthright” at the same time as criticizing, albeit without
foundation, not only the linguistic and pedagogic
performance, but also the cultural background and
proficiency of his “non-native speaker” colleagues
(Holliday & Aboshiha, 2009, p. 667).
The Othering of teachers who are labeled “non-native
speakers” therefore results in a cultural disbelief—not
believing in their ability to teach English within a Western,
and indeed superficially constructed “learning group
ideal” that is characterized by “active” oral expression,
initiation, self-direction, and students working in groups
and pairs (Holliday, 2005, p. 44). The association of the
“non-native speaker” label with deficiency is also deeply
rooted within a wider and equally mistaken Western
perception that people from non-Western cultural
backgrounds are unable to be critical and self-determined.
Excerpt extracted and adapted from:
https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
According to Text 1, choose the alternative that
CORRECTLY summarizes its general idea:
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464014
Inglês
Texto associado
Leia o texto para responder à questão.
In the literature on language learning, one particular
process has commonly been singled out for explication:
transfer. The term describes the carryover of previous
performance or knowledge to subsequent learning. Positive
transfer occurs when the prior knowledge benefits the learning
task; negative transfer, or interference, occurs when previous
performance disrupts the performance of a second task.
It has been common in second language teaching to
stress the role of interference. This is of course not surprising,
as native language interference is surely the most immediately
noticeable source of error among second language learners.
The saliency of interference is strong. For example, a French
native speaker might say in English, “I am in New York since
January,” a perfectly logical transfer of the French sentence
“Je suis a New York depuis Janvier.” Because of the negative
transfer of the French verb form to English, the French system
has, in this case, interfered with the person’s production of a
correct English form.
It is exceedingly important to remember, however, that
the native language of a second language learner is often
positively transferred, in which case the learner benefits
from the facilitating effects of the first language. In the above
sentence, for example, the correct one-to-one word order
correspondence, the personal pronoun, and the preposition
have been positively transferred from French to English. We
often mistakenly overlook the facilitating effects of the native
language in our appetite for analyzing errors in the second
language and for overstressing the interfering effects of the
first language.
(Douglas Brown. Principles of language learning and teaching, 2000.
Adaptado)
Vistas em seu conjunto, as duas frases do segundo
parágrafo “This is of course not surprising, as native
language interference is surely the most immediately
noticeable source of error among second language
learners. The saliency of interference is strong.”
exemplificam
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464011
Inglês
Texto associado
Leia o texto para responder à questão.
In the literature on language learning, one particular
process has commonly been singled out for explication:
transfer. The term describes the carryover of previous
performance or knowledge to subsequent learning. Positive
transfer occurs when the prior knowledge benefits the learning
task; negative transfer, or interference, occurs when previous
performance disrupts the performance of a second task.
It has been common in second language teaching to
stress the role of interference. This is of course not surprising,
as native language interference is surely the most immediately
noticeable source of error among second language learners.
The saliency of interference is strong. For example, a French
native speaker might say in English, “I am in New York since
January,” a perfectly logical transfer of the French sentence
“Je suis a New York depuis Janvier.” Because of the negative
transfer of the French verb form to English, the French system
has, in this case, interfered with the person’s production of a
correct English form.
It is exceedingly important to remember, however, that
the native language of a second language learner is often
positively transferred, in which case the learner benefits
from the facilitating effects of the first language. In the above
sentence, for example, the correct one-to-one word order
correspondence, the personal pronoun, and the preposition
have been positively transferred from French to English. We
often mistakenly overlook the facilitating effects of the native
language in our appetite for analyzing errors in the second
language and for overstressing the interfering effects of the
first language.
(Douglas Brown. Principles of language learning and teaching, 2000.
Adaptado)
Elementary English teachers in Brazil who adequately
understand the author’s claim in the text will
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464008
Inglês
Texto associado
Leia o texto a seguir para responder à questão.
Speakers of different languages have different sounds.
Thus, as there is no equivalent in English for the ‘click’ in
the South African language Xhosa, English speakers find it
difficult to produce. British speakers mangle French vowels
because they are not the same as the English ones. Japanese
speakers, on the other hand, do not have different phonemes
for /l/ and /r/ and so have difficulty differentiating between
them.
Whereas in some languages there seems to be a close
relationship between sounds and spelling, in English this is
often not the case. The sound /ʌ/, for example, can be realized
in a number of different spellings (e.g. won, young, funny,
flood). The letters ou, on the other hand, can be pronounced
in a number of different ways (e.g. enough, through, though,
and even journey). A lot depends on the sounds that come
before or after them, but the fact remains that we spell some
sounds in a variety of different ways, and we have a variety of
different sounds for the same spelling.
(Jeremy Harmer. The practice of English language teaching, 2007)
In the fragment at the end of the text “and we have a
variety of different sounds for the same spelling”, the
bolded word refers to
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464006
Inglês
Texto associado
Leia o texto a seguir para responder à questão.
Speakers of different languages have different sounds.
Thus, as there is no equivalent in English for the ‘click’ in
the South African language Xhosa, English speakers find it
difficult to produce. British speakers mangle French vowels
because they are not the same as the English ones. Japanese
speakers, on the other hand, do not have different phonemes
for /l/ and /r/ and so have difficulty differentiating between
them.
Whereas in some languages there seems to be a close
relationship between sounds and spelling, in English this is
often not the case. The sound /ʌ/, for example, can be realized
in a number of different spellings (e.g. won, young, funny,
flood). The letters ou, on the other hand, can be pronounced
in a number of different ways (e.g. enough, through, though,
and even journey). A lot depends on the sounds that come
before or after them, but the fact remains that we spell some
sounds in a variety of different ways, and we have a variety of
different sounds for the same spelling.
(Jeremy Harmer. The practice of English language teaching, 2007)
Os exemplos no primeiro parágrafo visam a
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