Questões de Concurso Sobre inglês
Foram encontradas 25.340 questões
Ano: 2021
Banca:
AEVSF/FACAPE
Órgão:
Prefeitura de Petrolina - PE
Prova:
AEVSF/FACAPE - 2021 - Prefeitura de Petrolina - PE - Professor Substituto Ensino Fundamental - Anos Finais de Inglês |
Q1820851
Inglês
O que significa o phrasal veb da frase a seguir?
“we had to call off the meeting”.
Ano: 2021
Banca:
AEVSF/FACAPE
Órgão:
Prefeitura de Petrolina - PE
Prova:
AEVSF/FACAPE - 2021 - Prefeitura de Petrolina - PE - Professor Substituto Ensino Fundamental - Anos Finais de Inglês |
Q1820850
Inglês
Em qual sentença abaixo, o pronome foi
corretamente utilizado?
Ano: 2021
Banca:
AEVSF/FACAPE
Órgão:
Prefeitura de Petrolina - PE
Prova:
AEVSF/FACAPE - 2021 - Prefeitura de Petrolina - PE - Professor Substituto Ensino Fundamental - Anos Finais de Inglês |
Q1820849
Inglês
Que palavra abaixo não contém sufixo?
Ano: 2021
Banca:
AEVSF/FACAPE
Órgão:
Prefeitura de Petrolina - PE
Prova:
AEVSF/FACAPE - 2021 - Prefeitura de Petrolina - PE - Professor Substituto Ensino Fundamental - Anos Finais de Inglês |
Q1820848
Inglês
Identifique a melhor tradução para a frase “we first
met in 2004”.
Ano: 2021
Banca:
AEVSF/FACAPE
Órgão:
Prefeitura de Petrolina - PE
Prova:
AEVSF/FACAPE - 2021 - Prefeitura de Petrolina - PE - Professor Substituto Ensino Fundamental - Anos Finais de Inglês |
Q1820847
Inglês
Texto associado
Leia o texto e responda a questão.
The Christmas Anti-drink drive campaign is in full
swing, but there will always be those who think they
can get away with it. Beyond the points, the driving
ban and the criminal record, how do those caught
handle the shame? Another Christmas, another
warning about getting behind the wheel while under
the influence of alcohol.
The theme of the 2019 campaign is that a conviction
can ruin a driver´s life. “That is could come between
you and Christmas” is the slogan. The criminal
record and driving ban are automatic and for those
who rely on their cars that can be punishment
enough. But what about the stigma and the shame?
Mary, a 27-year-old care co-ordinator from Torquay
in Devon, found that being convicted even affected
her relationship whit her mother. “She made me feel
really, really bad. She didn’t want to see me and
shut the door in my face and told me to go away.
That was the worst feeling ever.”
Mary, which is not her real name, says the incident
that changed her life came at the end of a “rubbish”
day at work last year, close to the anniversary of her
grandmother’s death. She began drinking a bottle
of wine at home and then went into town to continue
drinking, but on the way she hit a parked car, failed
a breath test and spent a night in a police cell. “That
was lonely and horrendous. You feel very bad about
yourself,” she says.
Lessons
“It gives you time to things over and how you could
have killed someone. You feel embarrassed
because you don’t think you could even end up in a
cell.”
She was given a £300 fine and a 16-month driving
ban. The ban was reduced to a year because she
signed up a course with the Devon Driving Course
lrun by Devon County Council, which aims to
educate drink-drivers about their crime.
The court meant she had to tell her parents the truth
and endure her mother’s cold shoulder, having
previously told her the accident had not been fault.
I don´t want people to make the same mistake as I
did. People’s silence and looks on the faces says it
all. It makes you never want to do anything so
stupid again”.
She learnt many things from the £145 course but
among them was the fact her shame, criminal
record and costs could have been avoided had she
paid £ 20 for a taxi.
Text adapted whttp://news/magazine.com. Acesso
em abril 2021.
As palavras em negrito apresentam diversas
funções na Língua Inglesa. Classifique-as
conforme o contexto em (G) Gerúndio, (S)
Substantivo, (I) Infinitivo, (A) Adjetivo, (P) Passado,
(PP) Particípio Passado.
I. The criminal record and driving ban are automatic… II. That was the worst feeling ever. III. She began drinking a bottle of wine at home… IV. …she hit a parked car… V. …and how you could have killed someone.
I. The criminal record and driving ban are automatic… II. That was the worst feeling ever. III. She began drinking a bottle of wine at home… IV. …she hit a parked car… V. …and how you could have killed someone.
Ano: 2021
Banca:
AEVSF/FACAPE
Órgão:
Prefeitura de Petrolina - PE
Prova:
AEVSF/FACAPE - 2021 - Prefeitura de Petrolina - PE - Professor Substituto Ensino Fundamental - Anos Finais de Inglês |
Q1820846
Inglês
Texto associado
Leia o texto e responda a questão.
The Christmas Anti-drink drive campaign is in full
swing, but there will always be those who think they
can get away with it. Beyond the points, the driving
ban and the criminal record, how do those caught
handle the shame? Another Christmas, another
warning about getting behind the wheel while under
the influence of alcohol.
The theme of the 2019 campaign is that a conviction
can ruin a driver´s life. “That is could come between
you and Christmas” is the slogan. The criminal
record and driving ban are automatic and for those
who rely on their cars that can be punishment
enough. But what about the stigma and the shame?
Mary, a 27-year-old care co-ordinator from Torquay
in Devon, found that being convicted even affected
her relationship whit her mother. “She made me feel
really, really bad. She didn’t want to see me and
shut the door in my face and told me to go away.
That was the worst feeling ever.”
Mary, which is not her real name, says the incident
that changed her life came at the end of a “rubbish”
day at work last year, close to the anniversary of her
grandmother’s death. She began drinking a bottle
of wine at home and then went into town to continue
drinking, but on the way she hit a parked car, failed
a breath test and spent a night in a police cell. “That
was lonely and horrendous. You feel very bad about
yourself,” she says.
Lessons
“It gives you time to things over and how you could
have killed someone. You feel embarrassed
because you don’t think you could even end up in a
cell.”
She was given a £300 fine and a 16-month driving
ban. The ban was reduced to a year because she
signed up a course with the Devon Driving Course
lrun by Devon County Council, which aims to
educate drink-drivers about their crime.
The court meant she had to tell her parents the truth
and endure her mother’s cold shoulder, having
previously told her the accident had not been fault.
I don´t want people to make the same mistake as I
did. People’s silence and looks on the faces says it
all. It makes you never want to do anything so
stupid again”.
She learnt many things from the £145 course but
among them was the fact her shame, criminal
record and costs could have been avoided had she
paid £ 20 for a taxi.
Text adapted whttp://news/magazine.com. Acesso
em abril 2021.
O autor trata de qual assunto no texto:
Ano: 2021
Banca:
FUNDATEC
Órgão:
Prefeitura de Candelária - RS
Prova:
FUNDATEC - 2021 - Prefeitura de Candelária - RS - Professor Anos Finais - Inglês |
Q1816878
Inglês
Texto associado
Instruction: answer question based on the following text.
Adapted from: grammarly.com/blog/academic-writing/
Which of the alternatives below, correct and respectively, fills out the blanks in the
last paragraph?
Ano: 2021
Banca:
FUNDATEC
Órgão:
Prefeitura de Candelária - RS
Prova:
FUNDATEC - 2021 - Prefeitura de Candelária - RS - Professor Anos Finais - Inglês |
Q1816877
Inglês
Texto associado
Instruction: answer question based on the following text.
Adapted from: grammarly.com/blog/academic-writing/
Consider the sentence “how you number your pages” (l. 17) S1, and the sentence
“how the contents of your cover page are ordered” (l. 17-18) S2; then analyze the following
statements about them:
I. In S1, the word “number” is a noun. II. In S2, the word “how” is an adverb. III. S1 is written in active voice, and S2 is written in passive voice.
Which statements are correct?
I. In S1, the word “number” is a noun. II. In S2, the word “how” is an adverb. III. S1 is written in active voice, and S2 is written in passive voice.
Which statements are correct?
Ano: 2021
Banca:
FUNDATEC
Órgão:
Prefeitura de Candelária - RS
Prova:
FUNDATEC - 2021 - Prefeitura de Candelária - RS - Professor Anos Finais - Inglês |
Q1816876
Inglês
Texto associado
Instruction: answer question based on the following text.
Adapted from: grammarly.com/blog/academic-writing/
The highlighted words “which” (l. 04), “it” (l. 05), and “them” (l. 06) are referring to,
respectively:
Ano: 2021
Banca:
FUNDATEC
Órgão:
Prefeitura de Candelária - RS
Prova:
FUNDATEC - 2021 - Prefeitura de Candelária - RS - Professor Anos Finais - Inglês |
Q1816875
Inglês
Texto associado
Instruction: answer question based on the following text.
Adapted from: grammarly.com/blog/academic-writing/
Which word below could be used to express the meaning of the adjective “daunting”
(l. 05)?
Ano: 2021
Banca:
FUNDATEC
Órgão:
Prefeitura de Candelária - RS
Prova:
FUNDATEC - 2021 - Prefeitura de Candelária - RS - Professor Anos Finais - Inglês |
Q1816874
Inglês
Texto associado
Instruction: answer question based on the following text.
Adapted from: grammarly.com/blog/academic-writing/
In the article, the author explains important characteristics of academic writing.
Which of the characteristics below is NOT mentioned in the text?
Ano: 2021
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Colômbia - SP
Prova:
Instituto Consulplan - 2021 - Prefeitura de Colômbia - SP - Professor de Inglês |
Q1812561
Inglês
Texto associado
Read the text to answer.
Teaching multicultural classes
Long hailed as a melting pot of cultures, America is home
to millions of immigrants – whether their ancestors sailed
across on the Mayflower or they moved to the country last
week. Research by the National Center for Educational
Statisticsfound that one-third of U.S. students are considered
racial or ethnic minorities, a number that is set to increase to
more than half by 2050. In this changing educational
landscape, teachers are challenged with creating inclusive
classrooms where students of all backgrounds feel
represented and welcomed. For teachers with a classroom full
of students of different backgrounds, the responsibility to
connect with them goes beyond simply knowing where they’re
from, or what their favorite subjects are. These teachers must
strive to understand their students in a more holistic way,
incorporating their cultural traditions into lessons and
activities, so students feel understood, comfortable, and
focused on learning. Culture is a broad term, and one that is
not easily summed up. In her book Culture Learning: The Fifth
Dimension on the Language Classroom, author Louise Damen
defined culture as the “learned and shared human patterns or
models for living; day-to-day living patterns that pervade all
aspects of human social interaction. Culture is mankind’s
primary adaptive mechanism”. Individuals from varied
nationalities, ethnicities, and races all bring cultural traditions
to their interactions, and it’s up to teachers to recognize,
celebrate and share these different perspectives. Using
different activities and games in multicultural classrooms is an
excellent way to foster inclusivity and encourage students to
share their heritage. It’s also a beneficial way for teachers to
involve students in different styles of study to immerse them
in their learning. Sharing about oneself within the confines of
an activity is often much easier than being asked open-ended
questions and put “on the spot”. These activities can then
provide a safe space for dialogue and serve as an entryway into
more in-depth interactions.
(Available: https://www.accreditedschoolsonline.org. Adapted.)
Analyse the use of the ed forms, highlighted in the text.
Mark the one which is not employed as a verbal.
Ano: 2021
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Colômbia - SP
Prova:
Instituto Consulplan - 2021 - Prefeitura de Colômbia - SP - Professor de Inglês |
Q1812560
Inglês
Texto associado
Read the text to answer.
Teaching multicultural classes
Long hailed as a melting pot of cultures, America is home
to millions of immigrants – whether their ancestors sailed
across on the Mayflower or they moved to the country last
week. Research by the National Center for Educational
Statisticsfound that one-third of U.S. students are considered
racial or ethnic minorities, a number that is set to increase to
more than half by 2050. In this changing educational
landscape, teachers are challenged with creating inclusive
classrooms where students of all backgrounds feel
represented and welcomed. For teachers with a classroom full
of students of different backgrounds, the responsibility to
connect with them goes beyond simply knowing where they’re
from, or what their favorite subjects are. These teachers must
strive to understand their students in a more holistic way,
incorporating their cultural traditions into lessons and
activities, so students feel understood, comfortable, and
focused on learning. Culture is a broad term, and one that is
not easily summed up. In her book Culture Learning: The Fifth
Dimension on the Language Classroom, author Louise Damen
defined culture as the “learned and shared human patterns or
models for living; day-to-day living patterns that pervade all
aspects of human social interaction. Culture is mankind’s
primary adaptive mechanism”. Individuals from varied
nationalities, ethnicities, and races all bring cultural traditions
to their interactions, and it’s up to teachers to recognize,
celebrate and share these different perspectives. Using
different activities and games in multicultural classrooms is an
excellent way to foster inclusivity and encourage students to
share their heritage. It’s also a beneficial way for teachers to
involve students in different styles of study to immerse them
in their learning. Sharing about oneself within the confines of
an activity is often much easier than being asked open-ended
questions and put “on the spot”. These activities can then
provide a safe space for dialogue and serve as an entryway into
more in-depth interactions.
(Available: https://www.accreditedschoolsonline.org. Adapted.)
When students’ traditions are not incorporated in lessons,
students feel
Ano: 2021
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Colômbia - SP
Prova:
Instituto Consulplan - 2021 - Prefeitura de Colômbia - SP - Professor de Inglês |
Q1812559
Inglês
Texto associado
Read the text to answer.
Teaching multicultural classes
Long hailed as a melting pot of cultures, America is home
to millions of immigrants – whether their ancestors sailed
across on the Mayflower or they moved to the country last
week. Research by the National Center for Educational
Statisticsfound that one-third of U.S. students are considered
racial or ethnic minorities, a number that is set to increase to
more than half by 2050. In this changing educational
landscape, teachers are challenged with creating inclusive
classrooms where students of all backgrounds feel
represented and welcomed. For teachers with a classroom full
of students of different backgrounds, the responsibility to
connect with them goes beyond simply knowing where they’re
from, or what their favorite subjects are. These teachers must
strive to understand their students in a more holistic way,
incorporating their cultural traditions into lessons and
activities, so students feel understood, comfortable, and
focused on learning. Culture is a broad term, and one that is
not easily summed up. In her book Culture Learning: The Fifth
Dimension on the Language Classroom, author Louise Damen
defined culture as the “learned and shared human patterns or
models for living; day-to-day living patterns that pervade all
aspects of human social interaction. Culture is mankind’s
primary adaptive mechanism”. Individuals from varied
nationalities, ethnicities, and races all bring cultural traditions
to their interactions, and it’s up to teachers to recognize,
celebrate and share these different perspectives. Using
different activities and games in multicultural classrooms is an
excellent way to foster inclusivity and encourage students to
share their heritage. It’s also a beneficial way for teachers to
involve students in different styles of study to immerse them
in their learning. Sharing about oneself within the confines of
an activity is often much easier than being asked open-ended
questions and put “on the spot”. These activities can then
provide a safe space for dialogue and serve as an entryway into
more in-depth interactions.
(Available: https://www.accreditedschoolsonline.org. Adapted.)
Since America is the home of millions of immigrants
Ano: 2021
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Colômbia - SP
Prova:
Instituto Consulplan - 2021 - Prefeitura de Colômbia - SP - Professor de Inglês |
Q1812558
Inglês
Texto associado
Read the text to answer.
Teaching multicultural classes
Long hailed as a melting pot of cultures, America is home
to millions of immigrants – whether their ancestors sailed
across on the Mayflower or they moved to the country last
week. Research by the National Center for Educational
Statisticsfound that one-third of U.S. students are considered
racial or ethnic minorities, a number that is set to increase to
more than half by 2050. In this changing educational
landscape, teachers are challenged with creating inclusive
classrooms where students of all backgrounds feel
represented and welcomed. For teachers with a classroom full
of students of different backgrounds, the responsibility to
connect with them goes beyond simply knowing where they’re
from, or what their favorite subjects are. These teachers must
strive to understand their students in a more holistic way,
incorporating their cultural traditions into lessons and
activities, so students feel understood, comfortable, and
focused on learning. Culture is a broad term, and one that is
not easily summed up. In her book Culture Learning: The Fifth
Dimension on the Language Classroom, author Louise Damen
defined culture as the “learned and shared human patterns or
models for living; day-to-day living patterns that pervade all
aspects of human social interaction. Culture is mankind’s
primary adaptive mechanism”. Individuals from varied
nationalities, ethnicities, and races all bring cultural traditions
to their interactions, and it’s up to teachers to recognize,
celebrate and share these different perspectives. Using
different activities and games in multicultural classrooms is an
excellent way to foster inclusivity and encourage students to
share their heritage. It’s also a beneficial way for teachers to
involve students in different styles of study to immerse them
in their learning. Sharing about oneself within the confines of
an activity is often much easier than being asked open-ended
questions and put “on the spot”. These activities can then
provide a safe space for dialogue and serve as an entryway into
more in-depth interactions.
(Available: https://www.accreditedschoolsonline.org. Adapted.)
The term “culture” is not easily summed up because it is:
Ano: 2021
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Colômbia - SP
Prova:
Instituto Consulplan - 2021 - Prefeitura de Colômbia - SP - Professor de Inglês |
Q1812557
Inglês
Texto associado
Read the text to answer.
English Language teaching as a social interprise
In Communicative ELT (English Language Teaching),
text genre analysis is essential to uncover the social and the
cultural basis of language. The notion of genre has largely
drawn the attention of many scholars. It is incontestable
that a genre-based approach to teaching greatly improves
learners’ skills, not only in academic settings, but also in
professional scenarios. A genre--oriented approach to
language teaching incorporates an understanding that
language is purposeful and that structures emerge from use.
Additionally, there is an increasing recognition of the
relevance of taking into consideration language varieties, text--types, and text genres while designing reading and
writing language programs. As Martin (2002) points out,
genres have been defined as staged, goal-oriented social
processes. In these terms, as a level of context, genres
represent “the system of staged goal-oriented social
processes through which social subjects in a given culture
live their lives”. In ELT, the concept of text genre sheds light
on the influence of the context of culture on language. From
that viewpoint, every culture structures particular ways of
achieving communication goals in a given context through the
production of written and oral texts. The fact that English is
considered the predominant language for communicating
research findings makes it paramount that users of English as a
Foreign Language (EFL) develop proficiency in research English
across the skills of reading and writing. In order to be part of the
scientific community, EFL researchers need to understand “the
social processes by which knowledge about reality and the
world are made”, that is, they need to be able to understand
several genres that are part of academic social practice. Failure
to understand written genres as social action may result in
instruction that encourages the creation of texts to fit formal
requirements, as opposed to the practice of achieving social
goals. Technology also plays a role in assisting second/foreign
language (L2) writing instruction. The Internet, social networks
and digital media may provide EFL learners with greater
opportunities for meaningful and authentic language use,
which are usually interactive, social and multimodal. Learners
can interact with other speakers of the language from different
parts of the world, write blogs or create webpages and profiles
in social networks and produce both written and oral language
with a targeted community of speakers in mind.
(Available: http://www.scielo.br. Adapted.)
Paramount, highlighted in the text, does NOT mean
Ano: 2021
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Colômbia - SP
Prova:
Instituto Consulplan - 2021 - Prefeitura de Colômbia - SP - Professor de Inglês |
Q1812556
Inglês
Texto associado
Read the text to answer.
English Language teaching as a social interprise
In Communicative ELT (English Language Teaching),
text genre analysis is essential to uncover the social and the
cultural basis of language. The notion of genre has largely
drawn the attention of many scholars. It is incontestable
that a genre-based approach to teaching greatly improves
learners’ skills, not only in academic settings, but also in
professional scenarios. A genre--oriented approach to
language teaching incorporates an understanding that
language is purposeful and that structures emerge from use.
Additionally, there is an increasing recognition of the
relevance of taking into consideration language varieties, text--types, and text genres while designing reading and
writing language programs. As Martin (2002) points out,
genres have been defined as staged, goal-oriented social
processes. In these terms, as a level of context, genres
represent “the system of staged goal-oriented social
processes through which social subjects in a given culture
live their lives”. In ELT, the concept of text genre sheds light
on the influence of the context of culture on language. From
that viewpoint, every culture structures particular ways of
achieving communication goals in a given context through the
production of written and oral texts. The fact that English is
considered the predominant language for communicating
research findings makes it paramount that users of English as a
Foreign Language (EFL) develop proficiency in research English
across the skills of reading and writing. In order to be part of the
scientific community, EFL researchers need to understand “the
social processes by which knowledge about reality and the
world are made”, that is, they need to be able to understand
several genres that are part of academic social practice. Failure
to understand written genres as social action may result in
instruction that encourages the creation of texts to fit formal
requirements, as opposed to the practice of achieving social
goals. Technology also plays a role in assisting second/foreign
language (L2) writing instruction. The Internet, social networks
and digital media may provide EFL learners with greater
opportunities for meaningful and authentic language use,
which are usually interactive, social and multimodal. Learners
can interact with other speakers of the language from different
parts of the world, write blogs or create webpages and profiles
in social networks and produce both written and oral language
with a targeted community of speakers in mind.
(Available: http://www.scielo.br. Adapted.)
Analyse the use of that is, highlighted in the text. Mark the
item which brings the connotation of that is in the context.
Ano: 2021
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Colômbia - SP
Prova:
Instituto Consulplan - 2021 - Prefeitura de Colômbia - SP - Professor de Inglês |
Q1812555
Inglês
Texto associado
Read the text to answer.
English Language teaching as a social interprise
In Communicative ELT (English Language Teaching),
text genre analysis is essential to uncover the social and the
cultural basis of language. The notion of genre has largely
drawn the attention of many scholars. It is incontestable
that a genre-based approach to teaching greatly improves
learners’ skills, not only in academic settings, but also in
professional scenarios. A genre--oriented approach to
language teaching incorporates an understanding that
language is purposeful and that structures emerge from use.
Additionally, there is an increasing recognition of the
relevance of taking into consideration language varieties, text--types, and text genres while designing reading and
writing language programs. As Martin (2002) points out,
genres have been defined as staged, goal-oriented social
processes. In these terms, as a level of context, genres
represent “the system of staged goal-oriented social
processes through which social subjects in a given culture
live their lives”. In ELT, the concept of text genre sheds light
on the influence of the context of culture on language. From
that viewpoint, every culture structures particular ways of
achieving communication goals in a given context through the
production of written and oral texts. The fact that English is
considered the predominant language for communicating
research findings makes it paramount that users of English as a
Foreign Language (EFL) develop proficiency in research English
across the skills of reading and writing. In order to be part of the
scientific community, EFL researchers need to understand “the
social processes by which knowledge about reality and the
world are made”, that is, they need to be able to understand
several genres that are part of academic social practice. Failure
to understand written genres as social action may result in
instruction that encourages the creation of texts to fit formal
requirements, as opposed to the practice of achieving social
goals. Technology also plays a role in assisting second/foreign
language (L2) writing instruction. The Internet, social networks
and digital media may provide EFL learners with greater
opportunities for meaningful and authentic language use,
which are usually interactive, social and multimodal. Learners
can interact with other speakers of the language from different
parts of the world, write blogs or create webpages and profiles
in social networks and produce both written and oral language
with a targeted community of speakers in mind.
(Available: http://www.scielo.br. Adapted.)
It is true, according to the text that:
Ano: 2021
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Colômbia - SP
Prova:
Instituto Consulplan - 2021 - Prefeitura de Colômbia - SP - Professor de Inglês |
Q1812554
Inglês
Texto associado
Read the text to answer.
English Language teaching as a social interprise
In Communicative ELT (English Language Teaching),
text genre analysis is essential to uncover the social and the
cultural basis of language. The notion of genre has largely
drawn the attention of many scholars. It is incontestable
that a genre-based approach to teaching greatly improves
learners’ skills, not only in academic settings, but also in
professional scenarios. A genre--oriented approach to
language teaching incorporates an understanding that
language is purposeful and that structures emerge from use.
Additionally, there is an increasing recognition of the
relevance of taking into consideration language varieties, text--types, and text genres while designing reading and
writing language programs. As Martin (2002) points out,
genres have been defined as staged, goal-oriented social
processes. In these terms, as a level of context, genres
represent “the system of staged goal-oriented social
processes through which social subjects in a given culture
live their lives”. In ELT, the concept of text genre sheds light
on the influence of the context of culture on language. From
that viewpoint, every culture structures particular ways of
achieving communication goals in a given context through the
production of written and oral texts. The fact that English is
considered the predominant language for communicating
research findings makes it paramount that users of English as a
Foreign Language (EFL) develop proficiency in research English
across the skills of reading and writing. In order to be part of the
scientific community, EFL researchers need to understand “the
social processes by which knowledge about reality and the
world are made”, that is, they need to be able to understand
several genres that are part of academic social practice. Failure
to understand written genres as social action may result in
instruction that encourages the creation of texts to fit formal
requirements, as opposed to the practice of achieving social
goals. Technology also plays a role in assisting second/foreign
language (L2) writing instruction. The Internet, social networks
and digital media may provide EFL learners with greater
opportunities for meaningful and authentic language use,
which are usually interactive, social and multimodal. Learners
can interact with other speakers of the language from different
parts of the world, write blogs or create webpages and profiles
in social networks and produce both written and oral language
with a targeted community of speakers in mind.
(Available: http://www.scielo.br. Adapted.)
Choose the item that matches the text.
Ano: 2021
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Colômbia - SP
Prova:
Instituto Consulplan - 2021 - Prefeitura de Colômbia - SP - Professor de Inglês |
Q1812553
Inglês
Texto associado
Read the text to answer.
Incidental vocabulary learning through
the viewing of video
There is growing evidence that L2 learners pick up new words while viewing video but little is known about the role of individual differences. This study explores incidental learning after the viewing of a French documentary containing 15 pseudowords and investigates whether learning is moderated by participants’ prior vocabulary knowledge and working memory. Sixty-three higher-intermediate learners of French participated in this study. Prior vocabulary knowledge was measured by means of a French meaning recognition test. Participants also took a forward digit-span (phonological shortterm memory), a backward digit-span, and an operation-span task (complex working memory). After viewing the video, four surprise vocabulary tests on form and meaning were administered. Results revealed that learning gains occurred at the level of form and meaning recognition. Vocabulary knowledge was positively related to picking up new words from video. Complex working memory correlated with the recognition tests showed more incidental learning gains for learners with higher complex working memory.
(Available: https://www.cambridge.org.Abstract published online: 10 January 2020. Adapted.)
Analyse the use of the gerund forms highlighted in the text.
Mark the one used as a noun.
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