Questões de Concurso Sobre inglês
Foram encontradas 25.572 questões
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Miracema - RJ
Prova:
Instituto Consulplan - 2024 - Prefeitura de Miracema - RJ - Professor Ensino Fundamental 2º Segmento - Inglês |
Q3430484
Inglês
According to literary theorist Kenneth Burke, humans are symbols-based species. People have naturally responded to symbolism in
their quest for identity as well as survival because symbols induce cooperation and communication. Being so, choose the ability that
can be specifically related to the image below:
(Available In: https://www.easel.ly/blog/how-to-make-pictograms.)
(Available In: https://www.easel.ly/blog/how-to-make-pictograms.)
Ano: 2024
Banca:
IDCAP
Órgão:
Prefeitura de Serra - ES
Prova:
IDCAP - 2024 - Prefeitura de Serra - ES - Professor MAPB - Língua Inglesa |
Q3426506
Inglês
Consider the statements related to reading strategies in
various text genres, presented below. Mark V for true,
and F for false:
(__)Skimming is ineffective for identifying specific information in complex texts.
(__)Advertisements generally use direct language and visual appeals to quickly convey their message.
(__)Infographics are used to present extensive narratives with little visual support.
Mark the alternative with the correct sequence:
(__)Skimming is ineffective for identifying specific information in complex texts.
(__)Advertisements generally use direct language and visual appeals to quickly convey their message.
(__)Infographics are used to present extensive narratives with little visual support.
Mark the alternative with the correct sequence:
Ano: 2024
Banca:
IDCAP
Órgão:
Prefeitura de Serra - ES
Prova:
IDCAP - 2024 - Prefeitura de Serra - ES - Professor MAPB - Língua Inglesa |
Q3426505
Inglês
In the study of modal auxiliaries and verbal phrases in
English, it is essential to understand how they modify the
verbs they are associated with, expressing modality,
aspect, voice, or tense. Thus, evaluate the propositions:
I.The modal "can" is used to express permission, but not ability.
II.The verbal phrase "have been writing" expresses a continuous action from the past up to the present.
III."Will" is used exclusively to express planned decisions in the future.
Mark the correct alternative:
I.The modal "can" is used to express permission, but not ability.
II.The verbal phrase "have been writing" expresses a continuous action from the past up to the present.
III."Will" is used exclusively to express planned decisions in the future.
Mark the correct alternative:
Ano: 2024
Banca:
IDCAP
Órgão:
Prefeitura de Serra - ES
Prova:
IDCAP - 2024 - Prefeitura de Serra - ES - Professor MAPB - Língua Inglesa |
Q3426504
Inglês
To verify the understanding of plural formation in English,
select the alternative that presents the correct conversion
to plural for the following singular nouns, taking into
account the particularities of each one: 'child', 'ox',
'mouse', 'cactus', 'potato', 'half'. Remember that some
nouns have irregular plural forms or follow specific rules
due to their origin or common usage.
Ano: 2024
Banca:
IDCAP
Órgão:
Prefeitura de Serra - ES
Prova:
IDCAP - 2024 - Prefeitura de Serra - ES - Professor MAPB - Língua Inglesa |
Q3426503
Inglês
Verbos irregulares no inglês apresentam formas de
passado e particípio passado que não seguem as regras
padrão de conjugação e são essenciais para a fluência
no idioma. Sobre o assunto, julgue as seguintes
afirmações como verdadeiras (V) ou falsas (F):
(__)"Bring" becomes "brought" in both simple past and past participle.
(__)The verb "run" follows the regular form, transforming into "runned" in the past.
(__)"Speak" has the irregular forms "spoke" for the simple past and "spoken" for the past participle.
Assinale a alternativa cuja respectiva ordem de julgamento esteja correta:
(__)"Bring" becomes "brought" in both simple past and past participle.
(__)The verb "run" follows the regular form, transforming into "runned" in the past.
(__)"Speak" has the irregular forms "spoke" for the simple past and "spoken" for the past participle.
Assinale a alternativa cuja respectiva ordem de julgamento esteja correta:
Ano: 2024
Banca:
IDCAP
Órgão:
Prefeitura de Serra - ES
Prova:
IDCAP - 2024 - Prefeitura de Serra - ES - Professor MAPB - Língua Inglesa |
Q3426502
Inglês
Mark, among the options below, which possessive
adjective pronoun correctly replaces "Mark" in the
sentence: "Mark's car is leaving at 8 o'clock."
Ano: 2024
Banca:
IDCAP
Órgão:
Prefeitura de Serra - ES
Prova:
IDCAP - 2024 - Prefeitura de Serra - ES - Professor MAPB - Língua Inglesa |
Q3426501
Inglês
Consider the transformation from direct to indirect
speech. Given the direct speech sentence: "I will go to
the cinema tonight," how would it be correctly converted
into indirect speech after the phrase: "She said that"?
Ano: 2024
Banca:
IDCAP
Órgão:
Prefeitura de Serra - ES
Prova:
IDCAP - 2024 - Prefeitura de Serra - ES - Professor MAPB - Língua Inglesa |
Q3426500
Inglês
Identify the word below that, although similar in writing or
pronunciation to Portuguese, has a completely different
meaning in English, leading to potential
misunderstandings between speakers of the two
languages. This word is a classic example of a false
cognate, a term that can deceive those who try to
translate it based solely on its appearance.
Ano: 2024
Banca:
IDCAP
Órgão:
Prefeitura de Serra - ES
Prova:
IDCAP - 2024 - Prefeitura de Serra - ES - Professor MAPB - Língua Inglesa |
Q3426499
Inglês
In the context of English grammar, which of the following
alternatives represents the correct definition of 'phrasal
verb'?
Ano: 2024
Banca:
IDCAP
Órgão:
Prefeitura de Serra - ES
Prova:
IDCAP - 2024 - Prefeitura de Serra - ES - Professor MAPB - Língua Inglesa |
Q3426498
Inglês
Analise cuidadosamente as frases apresentadas e selecione a alternativa que exemplifica corretamente o uso de uma locução adjetiva em inglês. Uma locução adjetiva é um grupo de palavras que juntas funcionam como um adjetivo para descrever um substantivo, proporcionando uma descrição mais detalhada ou específica. Certifique-se de identificar a opção onde esta estrutura é empregada para adicionar uma característica distintiva ao substantivo que ela modifica.
Ano: 2024
Banca:
IDCAP
Órgão:
Prefeitura de Serra - ES
Prova:
IDCAP - 2024 - Prefeitura de Serra - ES - Professor MAPB - Língua Inglesa |
Q3426497
Inglês
Given the context of using verbs in different tenses and
moods in narratives, match the columns by relating the
phenomena to their respective descriptions or
consequences:
Column 1: A.Use of simple present. B.Use of past continuous. C.Use of future with "will".
Column 2: (__)Describes habitual actions or universal truths.
(__)Expresses an action that was occurring at a specific moment in the past.
(__)Indicates a decision made at the moment of speaking.
Mark the alternative whose sequence of association, from top to bottom, is correct:
Column 1: A.Use of simple present. B.Use of past continuous. C.Use of future with "will".
Column 2: (__)Describes habitual actions or universal truths.
(__)Expresses an action that was occurring at a specific moment in the past.
(__)Indicates a decision made at the moment of speaking.
Mark the alternative whose sequence of association, from top to bottom, is correct:
Ano: 2024
Banca:
COSEAC
Órgão:
FME de Niterói - RJ
Prova:
COSEAC - 2024 - FME de Niterói - RJ - Professor II – Língua Inglesa |
Q3425100
Inglês
Texto associado
Read Text 2 and answer question.
TEXT 2
Criticisms of Methods
Despite the potential gains from a study of
methods, it is important to acknowledge that a
number of writers in our field have criticized the
concept of language teaching methods. Some
say that methods are prescriptions for
classroom behavior, and that teachers are
encouraged by textbook publishers and
academics to implement them whether or not
the methods are appropriate for a particular
context (Pennycook 1989). Others have noted
that the search for the best method is ill-advised
(Prabhu 1990; Bartolome 1994); that teachers
do not think about methods when planning their
lessons (Long 1991); that methodological labels
tell us little about what really goes on in
classrooms (Katz 1996); and that teachers
experience a certain fatigue concerning the
constant coming and going of fashions in
methods (Rajagopalan 2007). Hinkel (2006)
also notes that the need for situationally
relevant language pedagogy has brought about
the decline of methods.
These criticisms deserve consideration. It
is possible that a particular method may be
imposed on teachers by others. However, these
others are likely to be disappointed if they hope
that mandating a particular method will lead to
standardization. For we know that teaching is
more than following a recipe. Any method is
going to be shaped by a teacher’s own
understanding, beliefs, style, and level of
experience. Teachers are not mere conveyor
belts delivering language through inflexible
prescribed and proscribed behaviors
(Larsen-Freeman 1991); they are professionals
who can, in the best of all worlds, make their
own decisions-informed by their own
experience, the findings from research, and the
wisdom of practice accumulated by the
profession (see, for example, Kumaravadivelu
1994).
Furthermore, a method is
decontextualized. How a method is
implemented in the classroom is not only going
to be affected by who the teacher is, but also by
who the students are, what they and the teacher
expect as appropriate social roles, the
institutional constraints and demands, and
factors connected to the wider sociocultural
context in which the instruction takes place. Even the ‘right’ method will not compensate for
inadequate conditions of learning, or overcome
sociopolitical inequities. Further, decisions that
teachers make are often affected by exigencies
in the classroom rather than by methodological
considerations. Thus, saying that a particular
method is practiced certainly does not give us
the whole picture of what is happening in the
classroom. Since a method is more abstract
than a teaching activity, it is not surprising that
teachers think in terms of activities rather than
methodological choices when they plan their
lessons.
What critics of language teaching
methods have to offer us is important.
Admittedly, at this point in the evolution of our
field, there is little empirical support for a
particular method, although there may be some
empirical support in second language
acquisition research for methodological
principles (Long 2009). Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles
in Language Teaching. 2011. Oxford: OUP. Adaptado.
In the sentence “Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy”, the author uses the Present Perfect
Simple
Ano: 2024
Banca:
COSEAC
Órgão:
FME de Niterói - RJ
Prova:
COSEAC - 2024 - FME de Niterói - RJ - Professor II – Língua Inglesa |
Q3425099
Inglês
Texto associado
Read Text 2 and answer question.
TEXT 2
Criticisms of Methods
Despite the potential gains from a study of
methods, it is important to acknowledge that a
number of writers in our field have criticized the
concept of language teaching methods. Some
say that methods are prescriptions for
classroom behavior, and that teachers are
encouraged by textbook publishers and
academics to implement them whether or not
the methods are appropriate for a particular
context (Pennycook 1989). Others have noted
that the search for the best method is ill-advised
(Prabhu 1990; Bartolome 1994); that teachers
do not think about methods when planning their
lessons (Long 1991); that methodological labels
tell us little about what really goes on in
classrooms (Katz 1996); and that teachers
experience a certain fatigue concerning the
constant coming and going of fashions in
methods (Rajagopalan 2007). Hinkel (2006)
also notes that the need for situationally
relevant language pedagogy has brought about
the decline of methods.
These criticisms deserve consideration. It
is possible that a particular method may be
imposed on teachers by others. However, these
others are likely to be disappointed if they hope
that mandating a particular method will lead to
standardization. For we know that teaching is
more than following a recipe. Any method is
going to be shaped by a teacher’s own
understanding, beliefs, style, and level of
experience. Teachers are not mere conveyor
belts delivering language through inflexible
prescribed and proscribed behaviors
(Larsen-Freeman 1991); they are professionals
who can, in the best of all worlds, make their
own decisions-informed by their own
experience, the findings from research, and the
wisdom of practice accumulated by the
profession (see, for example, Kumaravadivelu
1994).
Furthermore, a method is
decontextualized. How a method is
implemented in the classroom is not only going
to be affected by who the teacher is, but also by
who the students are, what they and the teacher
expect as appropriate social roles, the
institutional constraints and demands, and
factors connected to the wider sociocultural
context in which the instruction takes place. Even the ‘right’ method will not compensate for
inadequate conditions of learning, or overcome
sociopolitical inequities. Further, decisions that
teachers make are often affected by exigencies
in the classroom rather than by methodological
considerations. Thus, saying that a particular
method is practiced certainly does not give us
the whole picture of what is happening in the
classroom. Since a method is more abstract
than a teaching activity, it is not surprising that
teachers think in terms of activities rather than
methodological choices when they plan their
lessons.
What critics of language teaching
methods have to offer us is important.
Admittedly, at this point in the evolution of our
field, there is little empirical support for a
particular method, although there may be some
empirical support in second language
acquisition research for methodological
principles (Long 2009). Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles
in Language Teaching. 2011. Oxford: OUP. Adaptado.
Consider the fragment “Since a method is
more abstract than a teaching activity, it is not
surprising that teachers think in terms of
activities [...]”. The connective in bold expresses
the same meaning as in
Ano: 2024
Banca:
COSEAC
Órgão:
FME de Niterói - RJ
Prova:
COSEAC - 2024 - FME de Niterói - RJ - Professor II – Língua Inglesa |
Q3425098
Inglês
Texto associado
Read Text 2 and answer question.
TEXT 2
Criticisms of Methods
Despite the potential gains from a study of
methods, it is important to acknowledge that a
number of writers in our field have criticized the
concept of language teaching methods. Some
say that methods are prescriptions for
classroom behavior, and that teachers are
encouraged by textbook publishers and
academics to implement them whether or not
the methods are appropriate for a particular
context (Pennycook 1989). Others have noted
that the search for the best method is ill-advised
(Prabhu 1990; Bartolome 1994); that teachers
do not think about methods when planning their
lessons (Long 1991); that methodological labels
tell us little about what really goes on in
classrooms (Katz 1996); and that teachers
experience a certain fatigue concerning the
constant coming and going of fashions in
methods (Rajagopalan 2007). Hinkel (2006)
also notes that the need for situationally
relevant language pedagogy has brought about
the decline of methods.
These criticisms deserve consideration. It
is possible that a particular method may be
imposed on teachers by others. However, these
others are likely to be disappointed if they hope
that mandating a particular method will lead to
standardization. For we know that teaching is
more than following a recipe. Any method is
going to be shaped by a teacher’s own
understanding, beliefs, style, and level of
experience. Teachers are not mere conveyor
belts delivering language through inflexible
prescribed and proscribed behaviors
(Larsen-Freeman 1991); they are professionals
who can, in the best of all worlds, make their
own decisions-informed by their own
experience, the findings from research, and the
wisdom of practice accumulated by the
profession (see, for example, Kumaravadivelu
1994).
Furthermore, a method is
decontextualized. How a method is
implemented in the classroom is not only going
to be affected by who the teacher is, but also by
who the students are, what they and the teacher
expect as appropriate social roles, the
institutional constraints and demands, and
factors connected to the wider sociocultural
context in which the instruction takes place. Even the ‘right’ method will not compensate for
inadequate conditions of learning, or overcome
sociopolitical inequities. Further, decisions that
teachers make are often affected by exigencies
in the classroom rather than by methodological
considerations. Thus, saying that a particular
method is practiced certainly does not give us
the whole picture of what is happening in the
classroom. Since a method is more abstract
than a teaching activity, it is not surprising that
teachers think in terms of activities rather than
methodological choices when they plan their
lessons.
What critics of language teaching
methods have to offer us is important.
Admittedly, at this point in the evolution of our
field, there is little empirical support for a
particular method, although there may be some
empirical support in second language
acquisition research for methodological
principles (Long 2009). Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles
in Language Teaching. 2011. Oxford: OUP. Adaptado.
“Further, decisions that teachers make
are often affected by exigencies in the
classroom rather than by methodological
considerations.” The expression in bold
indicates
Ano: 2024
Banca:
COSEAC
Órgão:
FME de Niterói - RJ
Prova:
COSEAC - 2024 - FME de Niterói - RJ - Professor II – Língua Inglesa |
Q3425097
Inglês
Texto associado
Read Text 2 and answer question.
TEXT 2
Criticisms of Methods
Despite the potential gains from a study of
methods, it is important to acknowledge that a
number of writers in our field have criticized the
concept of language teaching methods. Some
say that methods are prescriptions for
classroom behavior, and that teachers are
encouraged by textbook publishers and
academics to implement them whether or not
the methods are appropriate for a particular
context (Pennycook 1989). Others have noted
that the search for the best method is ill-advised
(Prabhu 1990; Bartolome 1994); that teachers
do not think about methods when planning their
lessons (Long 1991); that methodological labels
tell us little about what really goes on in
classrooms (Katz 1996); and that teachers
experience a certain fatigue concerning the
constant coming and going of fashions in
methods (Rajagopalan 2007). Hinkel (2006)
also notes that the need for situationally
relevant language pedagogy has brought about
the decline of methods.
These criticisms deserve consideration. It
is possible that a particular method may be
imposed on teachers by others. However, these
others are likely to be disappointed if they hope
that mandating a particular method will lead to
standardization. For we know that teaching is
more than following a recipe. Any method is
going to be shaped by a teacher’s own
understanding, beliefs, style, and level of
experience. Teachers are not mere conveyor
belts delivering language through inflexible
prescribed and proscribed behaviors
(Larsen-Freeman 1991); they are professionals
who can, in the best of all worlds, make their
own decisions-informed by their own
experience, the findings from research, and the
wisdom of practice accumulated by the
profession (see, for example, Kumaravadivelu
1994).
Furthermore, a method is
decontextualized. How a method is
implemented in the classroom is not only going
to be affected by who the teacher is, but also by
who the students are, what they and the teacher
expect as appropriate social roles, the
institutional constraints and demands, and
factors connected to the wider sociocultural
context in which the instruction takes place. Even the ‘right’ method will not compensate for
inadequate conditions of learning, or overcome
sociopolitical inequities. Further, decisions that
teachers make are often affected by exigencies
in the classroom rather than by methodological
considerations. Thus, saying that a particular
method is practiced certainly does not give us
the whole picture of what is happening in the
classroom. Since a method is more abstract
than a teaching activity, it is not surprising that
teachers think in terms of activities rather than
methodological choices when they plan their
lessons.
What critics of language teaching
methods have to offer us is important.
Admittedly, at this point in the evolution of our
field, there is little empirical support for a
particular method, although there may be some
empirical support in second language
acquisition research for methodological
principles (Long 2009). Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles
in Language Teaching. 2011. Oxford: OUP. Adaptado.
“Thus, saying that a particular method is
practiced certainly does not give us the whole
picture [...].” The use of the gerund in saying
means
Ano: 2024
Banca:
COSEAC
Órgão:
FME de Niterói - RJ
Prova:
COSEAC - 2024 - FME de Niterói - RJ - Professor II – Língua Inglesa |
Q3425096
Inglês
Texto associado
Read Text 2 and answer question.
TEXT 2
Criticisms of Methods
Despite the potential gains from a study of
methods, it is important to acknowledge that a
number of writers in our field have criticized the
concept of language teaching methods. Some
say that methods are prescriptions for
classroom behavior, and that teachers are
encouraged by textbook publishers and
academics to implement them whether or not
the methods are appropriate for a particular
context (Pennycook 1989). Others have noted
that the search for the best method is ill-advised
(Prabhu 1990; Bartolome 1994); that teachers
do not think about methods when planning their
lessons (Long 1991); that methodological labels
tell us little about what really goes on in
classrooms (Katz 1996); and that teachers
experience a certain fatigue concerning the
constant coming and going of fashions in
methods (Rajagopalan 2007). Hinkel (2006)
also notes that the need for situationally
relevant language pedagogy has brought about
the decline of methods.
These criticisms deserve consideration. It
is possible that a particular method may be
imposed on teachers by others. However, these
others are likely to be disappointed if they hope
that mandating a particular method will lead to
standardization. For we know that teaching is
more than following a recipe. Any method is
going to be shaped by a teacher’s own
understanding, beliefs, style, and level of
experience. Teachers are not mere conveyor
belts delivering language through inflexible
prescribed and proscribed behaviors
(Larsen-Freeman 1991); they are professionals
who can, in the best of all worlds, make their
own decisions-informed by their own
experience, the findings from research, and the
wisdom of practice accumulated by the
profession (see, for example, Kumaravadivelu
1994).
Furthermore, a method is
decontextualized. How a method is
implemented in the classroom is not only going
to be affected by who the teacher is, but also by
who the students are, what they and the teacher
expect as appropriate social roles, the
institutional constraints and demands, and
factors connected to the wider sociocultural
context in which the instruction takes place. Even the ‘right’ method will not compensate for
inadequate conditions of learning, or overcome
sociopolitical inequities. Further, decisions that
teachers make are often affected by exigencies
in the classroom rather than by methodological
considerations. Thus, saying that a particular
method is practiced certainly does not give us
the whole picture of what is happening in the
classroom. Since a method is more abstract
than a teaching activity, it is not surprising that
teachers think in terms of activities rather than
methodological choices when they plan their
lessons.
What critics of language teaching
methods have to offer us is important.
Admittedly, at this point in the evolution of our
field, there is little empirical support for a
particular method, although there may be some
empirical support in second language
acquisition research for methodological
principles (Long 2009). Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles
in Language Teaching. 2011. Oxford: OUP. Adaptado.
The modal verb in “It is possible that a
particular method may be imposed on teachers
by others.” can be replaced by ______ without
significantly changing the meaning of the
sentence:
Ano: 2024
Banca:
COSEAC
Órgão:
FME de Niterói - RJ
Prova:
COSEAC - 2024 - FME de Niterói - RJ - Professor II – Língua Inglesa |
Q3425095
Inglês
Texto associado
Read Text 2 and answer question.
TEXT 2
Criticisms of Methods
Despite the potential gains from a study of
methods, it is important to acknowledge that a
number of writers in our field have criticized the
concept of language teaching methods. Some
say that methods are prescriptions for
classroom behavior, and that teachers are
encouraged by textbook publishers and
academics to implement them whether or not
the methods are appropriate for a particular
context (Pennycook 1989). Others have noted
that the search for the best method is ill-advised
(Prabhu 1990; Bartolome 1994); that teachers
do not think about methods when planning their
lessons (Long 1991); that methodological labels
tell us little about what really goes on in
classrooms (Katz 1996); and that teachers
experience a certain fatigue concerning the
constant coming and going of fashions in
methods (Rajagopalan 2007). Hinkel (2006)
also notes that the need for situationally
relevant language pedagogy has brought about
the decline of methods.
These criticisms deserve consideration. It
is possible that a particular method may be
imposed on teachers by others. However, these
others are likely to be disappointed if they hope
that mandating a particular method will lead to
standardization. For we know that teaching is
more than following a recipe. Any method is
going to be shaped by a teacher’s own
understanding, beliefs, style, and level of
experience. Teachers are not mere conveyor
belts delivering language through inflexible
prescribed and proscribed behaviors
(Larsen-Freeman 1991); they are professionals
who can, in the best of all worlds, make their
own decisions-informed by their own
experience, the findings from research, and the
wisdom of practice accumulated by the
profession (see, for example, Kumaravadivelu
1994).
Furthermore, a method is
decontextualized. How a method is
implemented in the classroom is not only going
to be affected by who the teacher is, but also by
who the students are, what they and the teacher
expect as appropriate social roles, the
institutional constraints and demands, and
factors connected to the wider sociocultural
context in which the instruction takes place. Even the ‘right’ method will not compensate for
inadequate conditions of learning, or overcome
sociopolitical inequities. Further, decisions that
teachers make are often affected by exigencies
in the classroom rather than by methodological
considerations. Thus, saying that a particular
method is practiced certainly does not give us
the whole picture of what is happening in the
classroom. Since a method is more abstract
than a teaching activity, it is not surprising that
teachers think in terms of activities rather than
methodological choices when they plan their
lessons.
What critics of language teaching
methods have to offer us is important.
Admittedly, at this point in the evolution of our
field, there is little empirical support for a
particular method, although there may be some
empirical support in second language
acquisition research for methodological
principles (Long 2009). Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles
in Language Teaching. 2011. Oxford: OUP. Adaptado.
In the fragment “[...] it is important to
acknowledge that a number of writers [...]”, the
use of the particle to is the same as in
Ano: 2024
Banca:
COSEAC
Órgão:
FME de Niterói - RJ
Prova:
COSEAC - 2024 - FME de Niterói - RJ - Professor II – Língua Inglesa |
Q3425094
Inglês
Texto associado
Read Text 2 and answer question.
TEXT 2
Criticisms of Methods
Despite the potential gains from a study of
methods, it is important to acknowledge that a
number of writers in our field have criticized the
concept of language teaching methods. Some
say that methods are prescriptions for
classroom behavior, and that teachers are
encouraged by textbook publishers and
academics to implement them whether or not
the methods are appropriate for a particular
context (Pennycook 1989). Others have noted
that the search for the best method is ill-advised
(Prabhu 1990; Bartolome 1994); that teachers
do not think about methods when planning their
lessons (Long 1991); that methodological labels
tell us little about what really goes on in
classrooms (Katz 1996); and that teachers
experience a certain fatigue concerning the
constant coming and going of fashions in
methods (Rajagopalan 2007). Hinkel (2006)
also notes that the need for situationally
relevant language pedagogy has brought about
the decline of methods.
These criticisms deserve consideration. It
is possible that a particular method may be
imposed on teachers by others. However, these
others are likely to be disappointed if they hope
that mandating a particular method will lead to
standardization. For we know that teaching is
more than following a recipe. Any method is
going to be shaped by a teacher’s own
understanding, beliefs, style, and level of
experience. Teachers are not mere conveyor
belts delivering language through inflexible
prescribed and proscribed behaviors
(Larsen-Freeman 1991); they are professionals
who can, in the best of all worlds, make their
own decisions-informed by their own
experience, the findings from research, and the
wisdom of practice accumulated by the
profession (see, for example, Kumaravadivelu
1994).
Furthermore, a method is
decontextualized. How a method is
implemented in the classroom is not only going
to be affected by who the teacher is, but also by
who the students are, what they and the teacher
expect as appropriate social roles, the
institutional constraints and demands, and
factors connected to the wider sociocultural
context in which the instruction takes place. Even the ‘right’ method will not compensate for
inadequate conditions of learning, or overcome
sociopolitical inequities. Further, decisions that
teachers make are often affected by exigencies
in the classroom rather than by methodological
considerations. Thus, saying that a particular
method is practiced certainly does not give us
the whole picture of what is happening in the
classroom. Since a method is more abstract
than a teaching activity, it is not surprising that
teachers think in terms of activities rather than
methodological choices when they plan their
lessons.
What critics of language teaching
methods have to offer us is important.
Admittedly, at this point in the evolution of our
field, there is little empirical support for a
particular method, although there may be some
empirical support in second language
acquisition research for methodological
principles (Long 2009). Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles
in Language Teaching. 2011. Oxford: OUP. Adaptado.
In “Despite the potential gains from a
study of methods, it is important to acknowledge
that a number of writers in our field have
criticized the concept of language teaching
methods.”, the word in bold may be replaced by
any of the followig alternatives, EXCEPT
Ano: 2024
Banca:
COSEAC
Órgão:
FME de Niterói - RJ
Prova:
COSEAC - 2024 - FME de Niterói - RJ - Professor II – Língua Inglesa |
Q3425093
Inglês
Texto associado
Read Text 2 and answer question.
TEXT 2
Criticisms of Methods
Despite the potential gains from a study of
methods, it is important to acknowledge that a
number of writers in our field have criticized the
concept of language teaching methods. Some
say that methods are prescriptions for
classroom behavior, and that teachers are
encouraged by textbook publishers and
academics to implement them whether or not
the methods are appropriate for a particular
context (Pennycook 1989). Others have noted
that the search for the best method is ill-advised
(Prabhu 1990; Bartolome 1994); that teachers
do not think about methods when planning their
lessons (Long 1991); that methodological labels
tell us little about what really goes on in
classrooms (Katz 1996); and that teachers
experience a certain fatigue concerning the
constant coming and going of fashions in
methods (Rajagopalan 2007). Hinkel (2006)
also notes that the need for situationally
relevant language pedagogy has brought about
the decline of methods.
These criticisms deserve consideration. It
is possible that a particular method may be
imposed on teachers by others. However, these
others are likely to be disappointed if they hope
that mandating a particular method will lead to
standardization. For we know that teaching is
more than following a recipe. Any method is
going to be shaped by a teacher’s own
understanding, beliefs, style, and level of
experience. Teachers are not mere conveyor
belts delivering language through inflexible
prescribed and proscribed behaviors
(Larsen-Freeman 1991); they are professionals
who can, in the best of all worlds, make their
own decisions-informed by their own
experience, the findings from research, and the
wisdom of practice accumulated by the
profession (see, for example, Kumaravadivelu
1994).
Furthermore, a method is
decontextualized. How a method is
implemented in the classroom is not only going
to be affected by who the teacher is, but also by
who the students are, what they and the teacher
expect as appropriate social roles, the
institutional constraints and demands, and
factors connected to the wider sociocultural
context in which the instruction takes place. Even the ‘right’ method will not compensate for
inadequate conditions of learning, or overcome
sociopolitical inequities. Further, decisions that
teachers make are often affected by exigencies
in the classroom rather than by methodological
considerations. Thus, saying that a particular
method is practiced certainly does not give us
the whole picture of what is happening in the
classroom. Since a method is more abstract
than a teaching activity, it is not surprising that
teachers think in terms of activities rather than
methodological choices when they plan their
lessons.
What critics of language teaching
methods have to offer us is important.
Admittedly, at this point in the evolution of our
field, there is little empirical support for a
particular method, although there may be some
empirical support in second language
acquisition research for methodological
principles (Long 2009). Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles
in Language Teaching. 2011. Oxford: OUP. Adaptado.
The authors claim that teachers consider
procedures more relevant than methods when
preparing their lessons. It happens because of
Ano: 2024
Banca:
COSEAC
Órgão:
FME de Niterói - RJ
Prova:
COSEAC - 2024 - FME de Niterói - RJ - Professor II – Língua Inglesa |
Q3425092
Inglês
Texto associado
Read Text 2 and answer question.
TEXT 2
Criticisms of Methods
Despite the potential gains from a study of
methods, it is important to acknowledge that a
number of writers in our field have criticized the
concept of language teaching methods. Some
say that methods are prescriptions for
classroom behavior, and that teachers are
encouraged by textbook publishers and
academics to implement them whether or not
the methods are appropriate for a particular
context (Pennycook 1989). Others have noted
that the search for the best method is ill-advised
(Prabhu 1990; Bartolome 1994); that teachers
do not think about methods when planning their
lessons (Long 1991); that methodological labels
tell us little about what really goes on in
classrooms (Katz 1996); and that teachers
experience a certain fatigue concerning the
constant coming and going of fashions in
methods (Rajagopalan 2007). Hinkel (2006)
also notes that the need for situationally
relevant language pedagogy has brought about
the decline of methods.
These criticisms deserve consideration. It
is possible that a particular method may be
imposed on teachers by others. However, these
others are likely to be disappointed if they hope
that mandating a particular method will lead to
standardization. For we know that teaching is
more than following a recipe. Any method is
going to be shaped by a teacher’s own
understanding, beliefs, style, and level of
experience. Teachers are not mere conveyor
belts delivering language through inflexible
prescribed and proscribed behaviors
(Larsen-Freeman 1991); they are professionals
who can, in the best of all worlds, make their
own decisions-informed by their own
experience, the findings from research, and the
wisdom of practice accumulated by the
profession (see, for example, Kumaravadivelu
1994).
Furthermore, a method is
decontextualized. How a method is
implemented in the classroom is not only going
to be affected by who the teacher is, but also by
who the students are, what they and the teacher
expect as appropriate social roles, the
institutional constraints and demands, and
factors connected to the wider sociocultural
context in which the instruction takes place. Even the ‘right’ method will not compensate for
inadequate conditions of learning, or overcome
sociopolitical inequities. Further, decisions that
teachers make are often affected by exigencies
in the classroom rather than by methodological
considerations. Thus, saying that a particular
method is practiced certainly does not give us
the whole picture of what is happening in the
classroom. Since a method is more abstract
than a teaching activity, it is not surprising that
teachers think in terms of activities rather than
methodological choices when they plan their
lessons.
What critics of language teaching
methods have to offer us is important.
Admittedly, at this point in the evolution of our
field, there is little empirical support for a
particular method, although there may be some
empirical support in second language
acquisition research for methodological
principles (Long 2009). Further, what some of
the methods critics have done is to raise our
awareness about the importance of critical
pedagogy.
LARSEN-FREEMAN, D.; ANDERSON, M. Techniques & Principles
in Language Teaching. 2011. Oxford: OUP. Adaptado.
According to Text 2, these are aspects
which may affect the adoption of certain method
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