Questões de Concurso Sobre inglês
Foram encontradas 25.461 questões
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795873
Inglês
Judge the following item according to text 19A3BBB.
It is correct to replace “calling” with call in the phrase “used to
calling” (l.17).
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795872
Inglês
Judge the following item according to text 19A3BBB.
In the first paragraph, the word “touted” (l.2) means
questioned.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795869
Inglês
Texto associado
Text 19A3AAA
The transfer of patterns from the native language is
undoubtedly one of the major sources of errors in learner language.
However, there are other causes for errors too, one of which is
overgeneralization of target-language rules. For example, research
has shown that second-language learners from different
first-language backgrounds often make the same kinds of errors
when learning a particular second language. In such cases,
second-language errors are evidence of the learners’ efforts to
discover the structure of the target language itself rather than
attempts to transfer patterns from their first language. Interestingly,
some of these errors are remarkably similar to the kinds of errors
made by first language learners.
These observations are a strong indication that second
language learning is not simply a process of putting
second-language words into first-language sentences. Research has
also shown that aspects of the second language which are different
from the first language will not necessarily be acquired later or with
more difficulty than those aspects which are similar.
On the other hand, when errors are caused by the
overextension of some partial similarity between the first and
second languages, these errors may be difficult to overcome. This
may be particularly problematic if learners are frequently in contact
with other learners who make the same errors.
Lightbown, P. & Spada, N. How languages are learned.
Oxford: Oxford University Press, 1999, p. 165 (adapted).
Judge the following item according to text 19A3AAA.
Overextension is one type of overgeneralization error.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795868
Inglês
Texto associado
Text 19A3AAA
The transfer of patterns from the native language is
undoubtedly one of the major sources of errors in learner language.
However, there are other causes for errors too, one of which is
overgeneralization of target-language rules. For example, research
has shown that second-language learners from different
first-language backgrounds often make the same kinds of errors
when learning a particular second language. In such cases,
second-language errors are evidence of the learners’ efforts to
discover the structure of the target language itself rather than
attempts to transfer patterns from their first language. Interestingly,
some of these errors are remarkably similar to the kinds of errors
made by first language learners.
These observations are a strong indication that second
language learning is not simply a process of putting
second-language words into first-language sentences. Research has
also shown that aspects of the second language which are different
from the first language will not necessarily be acquired later or with
more difficulty than those aspects which are similar.
On the other hand, when errors are caused by the
overextension of some partial similarity between the first and
second languages, these errors may be difficult to overcome. This
may be particularly problematic if learners are frequently in contact
with other learners who make the same errors.
Lightbown, P. & Spada, N. How languages are learned.
Oxford: Oxford University Press, 1999, p. 165 (adapted).
Judge the following item according to text 19A3AAA.
The text defends that the more different a grammar structure
in the second language is, the longer a learner will take to
acquire it.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795867
Inglês
Texto associado
Text 19A3AAA
The transfer of patterns from the native language is
undoubtedly one of the major sources of errors in learner language.
However, there are other causes for errors too, one of which is
overgeneralization of target-language rules. For example, research
has shown that second-language learners from different
first-language backgrounds often make the same kinds of errors
when learning a particular second language. In such cases,
second-language errors are evidence of the learners’ efforts to
discover the structure of the target language itself rather than
attempts to transfer patterns from their first language. Interestingly,
some of these errors are remarkably similar to the kinds of errors
made by first language learners.
These observations are a strong indication that second
language learning is not simply a process of putting
second-language words into first-language sentences. Research has
also shown that aspects of the second language which are different
from the first language will not necessarily be acquired later or with
more difficulty than those aspects which are similar.
On the other hand, when errors are caused by the
overextension of some partial similarity between the first and
second languages, these errors may be difficult to overcome. This
may be particularly problematic if learners are frequently in contact
with other learners who make the same errors.
Lightbown, P. & Spada, N. How languages are learned.
Oxford: Oxford University Press, 1999, p. 165 (adapted).
Judge the following item according to text 19A3AAA.
First language learners’ errors are similar to second language
learners’ errors despite the latter’s first language.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795866
Inglês
Based on the text 19A1BBB, judge the following item.
It can be concluded from the text that current times call for
action, change and diversity in language teaching.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795865
Inglês
Based on the text 19A1BBB, judge the following item.
The word “Instead” (l.14) can be correctly replaced by
Moreover.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795864
Inglês
Based on the text 19A1BBB, judge the following item.
The verb “confine” (l.12) is synonymous with restrict.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795863
Inglês
Judge the following item, on the linguistic aspects of text 19A1AAA.
In “like many others before and since” (l. 6 and 7), the verb
phrase would have done is omitted.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795862
Inglês
Judge the following item, on the linguistic aspects of text 19A1AAA.
The verbal phrase “allowed him to live abroad” (l.4) can be
correctly replaced by allowed him living abroad.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795861
Inglês
Judge the following item, on the linguistic aspects of text 19A1AAA.
In the text, the connective adverb “however” (l.7) is
synonymous with nonetheless.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795860
Inglês
Judge the following item, concerning the ideas and linguistic aspects of text 19A1AAA.
Palmer was hired by the Berlitz corporation in Belgium.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795859
Inglês
Judge the following item, concerning the ideas and linguistic aspects of text 19A1AAA.
Palmer must have had another job prior to working as a teacher
of EFL.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795858
Inglês
Judge the following item, concerning the ideas and linguistic aspects of text 19A1AAA.
As in the phrase “a language school in Verviers, Belgium run
on Berlitz lines” (l. 2 and 3), the relative pronoun and the
auxiliary verb which forms the passive voice have been
omitted, the excerpt “run on Berlitz lines” could be correctly
replaced with which was run on Berlitz lines.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
SEDF
Prova:
CESPE - 2017 - SEDF - Professor de Educação Básica - Inglês |
Q795857
Inglês
Judge the following item, concerning the ideas and linguistic
aspects of text 19A1AAA. The prepositional phrase “at a language school in Verviers,
Belgium” (l. 2 and 3) functions as an adverb.
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
TRE-PE
Prova:
CESPE - 2017 - TRE-PE - Analista Judiciário - Análise de Sistemas |
Q792296
Inglês
Texto associado
Text 3A7AAA
Software architecture is a complex topic. Due to its
complexity, our profession has produced a variety of definitions,
each more or less useful depending on your point of view. Here is
a definition from my first book, Journey of the Software
Professional: “A system architecture defines the basic “structure”
of the system (e.g., the high level modules comprising the major
functions of the system, the management and distribution of data,
the kind and style of its user interface, what platform(s) will it run
on and so forth)”.
This definition is pretty consistent with many others.
However, it lacks some important elements, such as specific
technology choices and the required capabilities of the desired
system. A colleague of mine, Myron Ahn, created the following
definition of software architecture. It is a bit more expansive and
covers a bit more ground than my original: “Software architecture
is the sum of the nontrivial modules, processes, and data of the
system, their structure and exact relationships to each other, how
they can be and are expected to be extended and modified, and on
which technologies they depend, from which one can deduce the
exact capabilities and flexibilities of the system, and from which
one can form a plan for the implementation or modification of the
system”.
We could extend these definitions from the technical point
of view, but this wouldn’t provide a lot of value. More than any
other aspect of the system, architecture deals with the “big picture”.
The real key to understanding it is to adopt this big picture.
Moreover, while these definitions are useful, they are far too
simplistic to take into account the full set of forces that shape, and
are shaped by, an architecture. In truth, I doubt that any single
definition of software architecture will ever capture all of what we
believe to be important.
Luke Hohmann. Defining software architecture. In: Beyond
software architecture: creating and sustaining winning
solutions. Boston: Addison-Wesley, 2003, p. 1-2 (adapted).
In the first line of text 3A7AAA, the expression “Due to” could
be correctly replaced by
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
TRE-PE
Prova:
CESPE - 2017 - TRE-PE - Analista Judiciário - Análise de Sistemas |
Q792295
Inglês
Texto associado
Text 3A7AAA
Software architecture is a complex topic. Due to its
complexity, our profession has produced a variety of definitions,
each more or less useful depending on your point of view. Here is
a definition from my first book, Journey of the Software
Professional: “A system architecture defines the basic “structure”
of the system (e.g., the high level modules comprising the major
functions of the system, the management and distribution of data,
the kind and style of its user interface, what platform(s) will it run
on and so forth)”.
This definition is pretty consistent with many others.
However, it lacks some important elements, such as specific
technology choices and the required capabilities of the desired
system. A colleague of mine, Myron Ahn, created the following
definition of software architecture. It is a bit more expansive and
covers a bit more ground than my original: “Software architecture
is the sum of the nontrivial modules, processes, and data of the
system, their structure and exact relationships to each other, how
they can be and are expected to be extended and modified, and on
which technologies they depend, from which one can deduce the
exact capabilities and flexibilities of the system, and from which
one can form a plan for the implementation or modification of the
system”.
We could extend these definitions from the technical point
of view, but this wouldn’t provide a lot of value. More than any
other aspect of the system, architecture deals with the “big picture”.
The real key to understanding it is to adopt this big picture.
Moreover, while these definitions are useful, they are far too
simplistic to take into account the full set of forces that shape, and
are shaped by, an architecture. In truth, I doubt that any single
definition of software architecture will ever capture all of what we
believe to be important.
Luke Hohmann. Defining software architecture. In: Beyond
software architecture: creating and sustaining winning
solutions. Boston: Addison-Wesley, 2003, p. 1-2 (adapted).
The author of text 3A7AAA concludes that
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
TRE-PE
Prova:
CESPE - 2017 - TRE-PE - Analista Judiciário - Análise de Sistemas |
Q792294
Inglês
Texto associado
Text 3A7AAA
Software architecture is a complex topic. Due to its
complexity, our profession has produced a variety of definitions,
each more or less useful depending on your point of view. Here is
a definition from my first book, Journey of the Software
Professional: “A system architecture defines the basic “structure”
of the system (e.g., the high level modules comprising the major
functions of the system, the management and distribution of data,
the kind and style of its user interface, what platform(s) will it run
on and so forth)”.
This definition is pretty consistent with many others.
However, it lacks some important elements, such as specific
technology choices and the required capabilities of the desired
system. A colleague of mine, Myron Ahn, created the following
definition of software architecture. It is a bit more expansive and
covers a bit more ground than my original: “Software architecture
is the sum of the nontrivial modules, processes, and data of the
system, their structure and exact relationships to each other, how
they can be and are expected to be extended and modified, and on
which technologies they depend, from which one can deduce the
exact capabilities and flexibilities of the system, and from which
one can form a plan for the implementation or modification of the
system”.
We could extend these definitions from the technical point
of view, but this wouldn’t provide a lot of value. More than any
other aspect of the system, architecture deals with the “big picture”.
The real key to understanding it is to adopt this big picture.
Moreover, while these definitions are useful, they are far too
simplistic to take into account the full set of forces that shape, and
are shaped by, an architecture. In truth, I doubt that any single
definition of software architecture will ever capture all of what we
believe to be important.
Luke Hohmann. Defining software architecture. In: Beyond
software architecture: creating and sustaining winning
solutions. Boston: Addison-Wesley, 2003, p. 1-2 (adapted).
Both definitions presented in text 3A7AAA mention
Ano: 2017
Banca:
CESPE / CEBRASPE
Órgão:
TRE-PE
Prova:
CESPE - 2017 - TRE-PE - Analista Judiciário - Análise de Sistemas |
Q792293
Inglês
Texto associado
Text 3A7AAA
Software architecture is a complex topic. Due to its
complexity, our profession has produced a variety of definitions,
each more or less useful depending on your point of view. Here is
a definition from my first book, Journey of the Software
Professional: “A system architecture defines the basic “structure”
of the system (e.g., the high level modules comprising the major
functions of the system, the management and distribution of data,
the kind and style of its user interface, what platform(s) will it run
on and so forth)”.
This definition is pretty consistent with many others.
However, it lacks some important elements, such as specific
technology choices and the required capabilities of the desired
system. A colleague of mine, Myron Ahn, created the following
definition of software architecture. It is a bit more expansive and
covers a bit more ground than my original: “Software architecture
is the sum of the nontrivial modules, processes, and data of the
system, their structure and exact relationships to each other, how
they can be and are expected to be extended and modified, and on
which technologies they depend, from which one can deduce the
exact capabilities and flexibilities of the system, and from which
one can form a plan for the implementation or modification of the
system”.
We could extend these definitions from the technical point
of view, but this wouldn’t provide a lot of value. More than any
other aspect of the system, architecture deals with the “big picture”.
The real key to understanding it is to adopt this big picture.
Moreover, while these definitions are useful, they are far too
simplistic to take into account the full set of forces that shape, and
are shaped by, an architecture. In truth, I doubt that any single
definition of software architecture will ever capture all of what we
believe to be important.
Luke Hohmann. Defining software architecture. In: Beyond
software architecture: creating and sustaining winning
solutions. Boston: Addison-Wesley, 2003, p. 1-2 (adapted).
About the definition for software architecture, text 3A7AAA
shows that
Q790121
Inglês
Based on the text, judge the following items.
“rarely” (line 20) means seldom.
Conheça nossos planos