Questões de Concurso Público SEDUC-AL 2026 para Professor - Inglês
Foram encontradas 117 questões
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443033
Inglês
Texto associado
Fluency in a foreign language is often thought to be about
speaking quickly and using advanced vocabulary. However,
researchers reveal that speakers who use common, everyday
expressions sound more fluent than those who rely on rare,
complex words. There is a study that highlights the importance of
mastering familiar phrases to improve fluency perception,
suggesting that learners should naturally incorporate common
formulaic expressions in spontaneous speech.
The findings revealed that utterance fluency (smoothness
of speech delivery) was the strongest predictor of fluency
perception, accounting for 61% of the variance in ratings.
However, high-frequency formulaic expressions added an extra
0.8% to fluency judgments, while rarer, more complex phrases
had little to no effect.
This research suggests that learners should shift their
focus from advanced vocabulary to mastering everyday phrases
that come naturally in conversation. For example, instead of
saying "I concur with the idea" — which sounds unnatural —
learners should use "I agree with the idea." These common
expressions are easy to find in textbooks and everyday
conversations, making them more accessible for learners of all
levels.
Internet: <https://sciencedaily.com>(adapted).
Based on the preceding text, evaluate the following item.
The clause "accounting for 61% of the variance" (second
paragraph) acts syntactically as an adverbial clause,
modifying the entire preceding main clause.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443034
Inglês
Texto associado
Fluency in a foreign language is often thought to be about
speaking quickly and using advanced vocabulary. However,
researchers reveal that speakers who use common, everyday
expressions sound more fluent than those who rely on rare,
complex words. There is a study that highlights the importance of
mastering familiar phrases to improve fluency perception,
suggesting that learners should naturally incorporate common
formulaic expressions in spontaneous speech.
The findings revealed that utterance fluency (smoothness
of speech delivery) was the strongest predictor of fluency
perception, accounting for 61% of the variance in ratings.
However, high-frequency formulaic expressions added an extra
0.8% to fluency judgments, while rarer, more complex phrases
had little to no effect.
This research suggests that learners should shift their
focus from advanced vocabulary to mastering everyday phrases
that come naturally in conversation. For example, instead of
saying "I concur with the idea" — which sounds unnatural —
learners should use "I agree with the idea." These common
expressions are easy to find in textbooks and everyday
conversations, making them more accessible for learners of all
levels.
Internet: <https://sciencedaily.com>(adapted).
Based on the preceding text, evaluate the following item.
The word "everyday", in "everyday expressions" (first
paragraph), is a compound noun that is modifying
"expressions" and it could be correctly written as two
separate words — every day expressions — without this
altering its grammatical category.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443036
Inglês
Texto associado
Fluency in a foreign language is often thought to be about
speaking quickly and using advanced vocabulary. However,
researchers reveal that speakers who use common, everyday
expressions sound more fluent than those who rely on rare,
complex words. There is a study that highlights the importance of
mastering familiar phrases to improve fluency perception,
suggesting that learners should naturally incorporate common
formulaic expressions in spontaneous speech.
The findings revealed that utterance fluency (smoothness
of speech delivery) was the strongest predictor of fluency
perception, accounting for 61% of the variance in ratings.
However, high-frequency formulaic expressions added an extra
0.8% to fluency judgments, while rarer, more complex phrases
had little to no effect.
This research suggests that learners should shift their
focus from advanced vocabulary to mastering everyday phrases
that come naturally in conversation. For example, instead of
saying "I concur with the idea" — which sounds unnatural —
learners should use "I agree with the idea." These common
expressions are easy to find in textbooks and everyday
conversations, making them more accessible for learners of all
levels.
Internet: <https://sciencedaily.com>(adapted).
Based on the preceding text, evaluate the following item.
In the fragment "suggesting that learners should naturally
incorporate common formulaic expressions in spontaneous
speech" (first paragraph), the word "naturally" is an adverb
of manner modifying the verb phrase "incorporate common
formulaic expressions".
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443037
Inglês
Texto associado
Ministers have awarded an almost £15 million contract to
tackle the systemic decline in the number of pupils in England
taking foreign languages at GCSE (General Certificate of
Secondary Education) and A-level (General Certificate of
Education Advanced Level).
The University College London’s Institute of Education
will establish a National Centre for Languages Education
(NCLE) made up of up to 25 lead schools specialising in
languages to work with up to 105 partner secondary schools. The
centre aims to develop strategies to persuade more boys, as well
as pupils with special educational needs or disabilities and other
disadvantaged pupils, to choose languages, while up to five
schools will be chosen to expand the Home Languages
Accreditation project, which helps bilingual pupils gain GCSEs
or A-levels in their home or heritage language.
Nick Gibb, minister for school standards, said: "Our
economy needs people who can communicate across the globe
and trade with overseas businesses. This programme is about
ensuring we have the next generation of young people with the
languages needed to compete on the world stage."
Crossbench peer Jean Coussins, who co-chairs the
All-Party Parliamentary Group on Modern Languages, said it was
good that the government was taking languages seriously, but in
order to reach its EBACC (English Baccalaureate) targets, it
would "also need to address modern foreign language teacher
recruitment (just 34% of target numbers this year)".
Internet:<https://theguardian.com>(adapted).
Based on the text provided, evaluate the following item.
The word "overseas", in "overseas businesses" (third
paragraph), is an adjective meaning situated, active, or
relating to countries across the sea and can be replaced
with abroad without any grammatical or semantic
disruption.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443038
Inglês
Texto associado
Ministers have awarded an almost £15 million contract to
tackle the systemic decline in the number of pupils in England
taking foreign languages at GCSE (General Certificate of
Secondary Education) and A-level (General Certificate of
Education Advanced Level).
The University College London’s Institute of Education
will establish a National Centre for Languages Education
(NCLE) made up of up to 25 lead schools specialising in
languages to work with up to 105 partner secondary schools. The
centre aims to develop strategies to persuade more boys, as well
as pupils with special educational needs or disabilities and other
disadvantaged pupils, to choose languages, while up to five
schools will be chosen to expand the Home Languages
Accreditation project, which helps bilingual pupils gain GCSEs
or A-levels in their home or heritage language.
Nick Gibb, minister for school standards, said: "Our
economy needs people who can communicate across the globe
and trade with overseas businesses. This programme is about
ensuring we have the next generation of young people with the
languages needed to compete on the world stage."
Crossbench peer Jean Coussins, who co-chairs the
All-Party Parliamentary Group on Modern Languages, said it was
good that the government was taking languages seriously, but in
order to reach its EBACC (English Baccalaureate) targets, it
would "also need to address modern foreign language teacher
recruitment (just 34% of target numbers this year)".
Internet:<https://theguardian.com>(adapted).
Based on the text provided, evaluate the following item.
The modal "would", in the clause "it would 'also need to
address modern foreign language teacher recruitment'"
(fourth paragraph), introduces a necessity or consequence
based on the implicit condition introduced by "in order to
reach its EBACC (English Baccalaureate) targets".
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443039
Inglês
Texto associado
Ministers have awarded an almost £15 million contract to
tackle the systemic decline in the number of pupils in England
taking foreign languages at GCSE (General Certificate of
Secondary Education) and A-level (General Certificate of
Education Advanced Level).
The University College London’s Institute of Education
will establish a National Centre for Languages Education
(NCLE) made up of up to 25 lead schools specialising in
languages to work with up to 105 partner secondary schools. The
centre aims to develop strategies to persuade more boys, as well
as pupils with special educational needs or disabilities and other
disadvantaged pupils, to choose languages, while up to five
schools will be chosen to expand the Home Languages
Accreditation project, which helps bilingual pupils gain GCSEs
or A-levels in their home or heritage language.
Nick Gibb, minister for school standards, said: "Our
economy needs people who can communicate across the globe
and trade with overseas businesses. This programme is about
ensuring we have the next generation of young people with the
languages needed to compete on the world stage."
Crossbench peer Jean Coussins, who co-chairs the
All-Party Parliamentary Group on Modern Languages, said it was
good that the government was taking languages seriously, but in
order to reach its EBACC (English Baccalaureate) targets, it
would "also need to address modern foreign language teacher
recruitment (just 34% of target numbers this year)".
Internet:<https://theguardian.com>(adapted).
Based on the text provided, evaluate the following item.
In the phrase "decline in the number" (first paragraph), the
preposition "in" is the standard preposition that collocates
with the noun "decline" when indicating a decrease in a
specific quantity, rate, or value.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443040
Inglês
Texto associado
Ministers have awarded an almost £15 million contract to
tackle the systemic decline in the number of pupils in England
taking foreign languages at GCSE (General Certificate of
Secondary Education) and A-level (General Certificate of
Education Advanced Level).
The University College London’s Institute of Education
will establish a National Centre for Languages Education
(NCLE) made up of up to 25 lead schools specialising in
languages to work with up to 105 partner secondary schools. The
centre aims to develop strategies to persuade more boys, as well
as pupils with special educational needs or disabilities and other
disadvantaged pupils, to choose languages, while up to five
schools will be chosen to expand the Home Languages
Accreditation project, which helps bilingual pupils gain GCSEs
or A-levels in their home or heritage language.
Nick Gibb, minister for school standards, said: "Our
economy needs people who can communicate across the globe
and trade with overseas businesses. This programme is about
ensuring we have the next generation of young people with the
languages needed to compete on the world stage."
Crossbench peer Jean Coussins, who co-chairs the
All-Party Parliamentary Group on Modern Languages, said it was
good that the government was taking languages seriously, but in
order to reach its EBACC (English Baccalaureate) targets, it
would "also need to address modern foreign language teacher
recruitment (just 34% of target numbers this year)".
Internet:<https://theguardian.com>(adapted).
Based on the text provided, evaluate the following item.
In "The centre aims to develop" (second paragraph), the
fragment "to develop" could be correctly replaced with
developing, with no difference in meaning or grammatical
correctness.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443041
Inglês
Texto associado
Ministers have awarded an almost £15 million contract to
tackle the systemic decline in the number of pupils in England
taking foreign languages at GCSE (General Certificate of
Secondary Education) and A-level (General Certificate of
Education Advanced Level).
The University College London’s Institute of Education
will establish a National Centre for Languages Education
(NCLE) made up of up to 25 lead schools specialising in
languages to work with up to 105 partner secondary schools. The
centre aims to develop strategies to persuade more boys, as well
as pupils with special educational needs or disabilities and other
disadvantaged pupils, to choose languages, while up to five
schools will be chosen to expand the Home Languages
Accreditation project, which helps bilingual pupils gain GCSEs
or A-levels in their home or heritage language.
Nick Gibb, minister for school standards, said: "Our
economy needs people who can communicate across the globe
and trade with overseas businesses. This programme is about
ensuring we have the next generation of young people with the
languages needed to compete on the world stage."
Crossbench peer Jean Coussins, who co-chairs the
All-Party Parliamentary Group on Modern Languages, said it was
good that the government was taking languages seriously, but in
order to reach its EBACC (English Baccalaureate) targets, it
would "also need to address modern foreign language teacher
recruitment (just 34% of target numbers this year)".
Internet:<https://theguardian.com>(adapted).
Based on the text provided, evaluate the following item.
The word "school" in the noun phrase "school standards"
(third paragraph) acts as a noun modifier and could be
pluralized to agree with the plural noun "standards",
maintaining grammatical correctness.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443042
Inglês
Texto associado
When a person attempts to express their thoughts in
writing, they use a series of cognitive functions like working
memory to access words and ideas they want to convey,
phonological awareness of concepts such as syntax and more.
And that is in their native language. A new study from the
University of Kansas is among the first of its kind to examine
cognitive functions and their role in teaching English learners to
write in their second language.
The study performed a battery of bilingual cognitive tests
with nearly 500 elementary-age English learners and found the
relationships between English writing performance and cognitive
skills became stronger as grades increased. However, the
relationships between English writing and Spanish cognitive and
reading determinants, for example, were mixed, indicating
working memory capacity was especially important in the
population’s performance in learning to write in their second
language.
The findings not only shed light on how students learn to
write, they could help lead to development of interventions to
help English learners improve their writing abilities.
Neuroscience reveals that working memory is a complex
cognitive function involving multiple regions. The prefrontal
cortex is central to working memory, handling the retention and
manipulation of short-term information.
Internet:<https://sciencedaily.com>(adapted).
Based on the preceding text, evaluate the following item.
The verb "shed" (third paragraph) is a regular verb whose
past tense and past participle forms correspond to shedded.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443043
Inglês
Texto associado
When a person attempts to express their thoughts in
writing, they use a series of cognitive functions like working
memory to access words and ideas they want to convey,
phonological awareness of concepts such as syntax and more.
And that is in their native language. A new study from the
University of Kansas is among the first of its kind to examine
cognitive functions and their role in teaching English learners to
write in their second language.
The study performed a battery of bilingual cognitive tests
with nearly 500 elementary-age English learners and found the
relationships between English writing performance and cognitive
skills became stronger as grades increased. However, the
relationships between English writing and Spanish cognitive and
reading determinants, for example, were mixed, indicating
working memory capacity was especially important in the
population’s performance in learning to write in their second
language.
The findings not only shed light on how students learn to
write, they could help lead to development of interventions to
help English learners improve their writing abilities.
Neuroscience reveals that working memory is a complex
cognitive function involving multiple regions. The prefrontal
cortex is central to working memory, handling the retention and
manipulation of short-term information.
Internet:<https://sciencedaily.com>(adapted).
Based on the preceding text, evaluate the following item.
In the second paragraph of the text, the verb forms
"performed" and "increased" are regular past-tense forms,
whereas "found" and "became" are irregular past-tense
forms.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443045
Inglês
Texto associado
When a person attempts to express their thoughts in
writing, they use a series of cognitive functions like working
memory to access words and ideas they want to convey,
phonological awareness of concepts such as syntax and more.
And that is in their native language. A new study from the
University of Kansas is among the first of its kind to examine
cognitive functions and their role in teaching English learners to
write in their second language.
The study performed a battery of bilingual cognitive tests
with nearly 500 elementary-age English learners and found the
relationships between English writing performance and cognitive
skills became stronger as grades increased. However, the
relationships between English writing and Spanish cognitive and
reading determinants, for example, were mixed, indicating
working memory capacity was especially important in the
population’s performance in learning to write in their second
language.
The findings not only shed light on how students learn to
write, they could help lead to development of interventions to
help English learners improve their writing abilities.
Neuroscience reveals that working memory is a complex
cognitive function involving multiple regions. The prefrontal
cortex is central to working memory, handling the retention and
manipulation of short-term information.
Internet:<https://sciencedaily.com>(adapted).
Based on the preceding text, evaluate the following item.
The conjunctive adverb "However" (second paragraph) can
be replaced by the subordinating conjunction Although with
no need of changes to the sentence’s structure.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443046
Inglês
Texto associado
When a person attempts to express their thoughts in
writing, they use a series of cognitive functions like working
memory to access words and ideas they want to convey,
phonological awareness of concepts such as syntax and more.
And that is in their native language. A new study from the
University of Kansas is among the first of its kind to examine
cognitive functions and their role in teaching English learners to
write in their second language.
The study performed a battery of bilingual cognitive tests
with nearly 500 elementary-age English learners and found the
relationships between English writing performance and cognitive
skills became stronger as grades increased. However, the
relationships between English writing and Spanish cognitive and
reading determinants, for example, were mixed, indicating
working memory capacity was especially important in the
population’s performance in learning to write in their second
language.
The findings not only shed light on how students learn to
write, they could help lead to development of interventions to
help English learners improve their writing abilities.
Neuroscience reveals that working memory is a complex
cognitive function involving multiple regions. The prefrontal
cortex is central to working memory, handling the retention and
manipulation of short-term information.
Internet:<https://sciencedaily.com>(adapted).
Based on the preceding text, evaluate the following item.
In the sentence "A new study from the University of Kansas
is among the first of its kind to examine cognitive functions
and their role in teaching English learners to write in their
second language" (first paragraph), the infinitive clause "to
examine … language" functions as a postmodifier of the
noun phrase "the first of its kind".
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443047
Inglês
Texto associado
English has unarguably become the global default lingua
franca. Indeed, English is spoken by more people for whom it is
a second or additional language (L2) than by those for whom it is
a first language (L1). It follows, then, that English is no longer
used exclusively in communication involving L1 users but is
increasingly employed in interactions in which neither participant
uses English as their L1. It is estimated that only 4% of English
language interactions in the world today contain solely L1
speakers.
The prominence of English as an international language
has driven the ever-increasing demand for English language
teaching (ELT) across the globe. However, the changing face of
English presents a challenge for ELT practices to better reflect
the current sociolinguistic reality. Traditional English as a foreign
language (EFL) pedagogies which idealise the attainment of
native-like competence are "neither responsive to nor consistent
with the current profile of English".
While in the past, learners of English may have been
studying the language to communicate with L1 speakers, this is
no longer the case for most learners who will be using English to
interact with other L2 users. It is, therefore, critical that English
language learners be equipped with an awareness of the current
status of English and the skills necessary to communicate with
users from a range of linguacultural backgrounds.
The research design chosen for the study was a classroom
based quasi-experiment. Quasi-experiments attempt to mimic
true experiments in terms of rigour and structure but lack random
assignment and a tight control of variables, making them more
adaptable to real-world classrooms. While the resulting presence
of confounding variables means inferring causality is much more
problematic, this approach can still yield useful insights if
findings are treated as suggestive as opposed to conclusive.
Internet:<https://ora.ox.ac.uk>(adapted).
With regard to the text provided, evaluate the following item.
In the noun phrase "random assignment" (fourth paragraph),
the word "random" is a noun acting as a modifier and it has
the same syntactic function as class in class assignment.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443048
Inglês
Texto associado
English has unarguably become the global default lingua
franca. Indeed, English is spoken by more people for whom it is
a second or additional language (L2) than by those for whom it is
a first language (L1). It follows, then, that English is no longer
used exclusively in communication involving L1 users but is
increasingly employed in interactions in which neither participant
uses English as their L1. It is estimated that only 4% of English
language interactions in the world today contain solely L1
speakers.
The prominence of English as an international language
has driven the ever-increasing demand for English language
teaching (ELT) across the globe. However, the changing face of
English presents a challenge for ELT practices to better reflect
the current sociolinguistic reality. Traditional English as a foreign
language (EFL) pedagogies which idealise the attainment of
native-like competence are "neither responsive to nor consistent
with the current profile of English".
While in the past, learners of English may have been
studying the language to communicate with L1 speakers, this is
no longer the case for most learners who will be using English to
interact with other L2 users. It is, therefore, critical that English
language learners be equipped with an awareness of the current
status of English and the skills necessary to communicate with
users from a range of linguacultural backgrounds.
The research design chosen for the study was a classroom
based quasi-experiment. Quasi-experiments attempt to mimic
true experiments in terms of rigour and structure but lack random
assignment and a tight control of variables, making them more
adaptable to real-world classrooms. While the resulting presence
of confounding variables means inferring causality is much more
problematic, this approach can still yield useful insights if
findings are treated as suggestive as opposed to conclusive.
Internet:<https://ora.ox.ac.uk>(adapted).
With regard to the text provided, evaluate the following item.
In the coordinated construction 'neither responsive to nor
consistent with' (second paragraph), the prepositions 'to' and
'with' are required by the adjectives 'responsive' and
'consistent'
respectively,
demonstrating that parallel
structures in coordination must maintain their specific
prepositional licensing.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443049
Inglês
Texto associado
English has unarguably become the global default lingua
franca. Indeed, English is spoken by more people for whom it is
a second or additional language (L2) than by those for whom it is
a first language (L1). It follows, then, that English is no longer
used exclusively in communication involving L1 users but is
increasingly employed in interactions in which neither participant
uses English as their L1. It is estimated that only 4% of English
language interactions in the world today contain solely L1
speakers.
The prominence of English as an international language
has driven the ever-increasing demand for English language
teaching (ELT) across the globe. However, the changing face of
English presents a challenge for ELT practices to better reflect
the current sociolinguistic reality. Traditional English as a foreign
language (EFL) pedagogies which idealise the attainment of
native-like competence are "neither responsive to nor consistent
with the current profile of English".
While in the past, learners of English may have been
studying the language to communicate with L1 speakers, this is
no longer the case for most learners who will be using English to
interact with other L2 users. It is, therefore, critical that English
language learners be equipped with an awareness of the current
status of English and the skills necessary to communicate with
users from a range of linguacultural backgrounds.
The research design chosen for the study was a classroom
based quasi-experiment. Quasi-experiments attempt to mimic
true experiments in terms of rigour and structure but lack random
assignment and a tight control of variables, making them more
adaptable to real-world classrooms. While the resulting presence
of confounding variables means inferring causality is much more
problematic, this approach can still yield useful insights if
findings are treated as suggestive as opposed to conclusive.
Internet:<https://ora.ox.ac.uk>(adapted).
With regard to the text provided, evaluate the following item.
In the clause "for whom it is a second or additional
language" (first paragraph), the pronoun "it" is a dummy
pronoun and, therefore, has no referent.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443050
Inglês
Texto associado
English has unarguably become the global default lingua
franca. Indeed, English is spoken by more people for whom it is
a second or additional language (L2) than by those for whom it is
a first language (L1). It follows, then, that English is no longer
used exclusively in communication involving L1 users but is
increasingly employed in interactions in which neither participant
uses English as their L1. It is estimated that only 4% of English
language interactions in the world today contain solely L1
speakers.
The prominence of English as an international language
has driven the ever-increasing demand for English language
teaching (ELT) across the globe. However, the changing face of
English presents a challenge for ELT practices to better reflect
the current sociolinguistic reality. Traditional English as a foreign
language (EFL) pedagogies which idealise the attainment of
native-like competence are "neither responsive to nor consistent
with the current profile of English".
While in the past, learners of English may have been
studying the language to communicate with L1 speakers, this is
no longer the case for most learners who will be using English to
interact with other L2 users. It is, therefore, critical that English
language learners be equipped with an awareness of the current
status of English and the skills necessary to communicate with
users from a range of linguacultural backgrounds.
The research design chosen for the study was a classroom
based quasi-experiment. Quasi-experiments attempt to mimic
true experiments in terms of rigour and structure but lack random
assignment and a tight control of variables, making them more
adaptable to real-world classrooms. While the resulting presence
of confounding variables means inferring causality is much more
problematic, this approach can still yield useful insights if
findings are treated as suggestive as opposed to conclusive.
Internet:<https://ora.ox.ac.uk>(adapted).
With regard to the text provided, evaluate the following item.
In the clause "learners of English may have been studying
the language" (third paragraph), the verb phrase "may have
been studying" consists of a modal verb followed by a
present perfect continuous form, expressing the past
possibility of an action that was ongoing or repeated over a
period of time.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443051
Inglês
Texto associado
English has unarguably become the global default lingua
franca. Indeed, English is spoken by more people for whom it is
a second or additional language (L2) than by those for whom it is
a first language (L1). It follows, then, that English is no longer
used exclusively in communication involving L1 users but is
increasingly employed in interactions in which neither participant
uses English as their L1. It is estimated that only 4% of English
language interactions in the world today contain solely L1
speakers.
The prominence of English as an international language
has driven the ever-increasing demand for English language
teaching (ELT) across the globe. However, the changing face of
English presents a challenge for ELT practices to better reflect
the current sociolinguistic reality. Traditional English as a foreign
language (EFL) pedagogies which idealise the attainment of
native-like competence are "neither responsive to nor consistent
with the current profile of English".
While in the past, learners of English may have been
studying the language to communicate with L1 speakers, this is
no longer the case for most learners who will be using English to
interact with other L2 users. It is, therefore, critical that English
language learners be equipped with an awareness of the current
status of English and the skills necessary to communicate with
users from a range of linguacultural backgrounds.
The research design chosen for the study was a classroom
based quasi-experiment. Quasi-experiments attempt to mimic
true experiments in terms of rigour and structure but lack random
assignment and a tight control of variables, making them more
adaptable to real-world classrooms. While the resulting presence
of confounding variables means inferring causality is much more
problematic, this approach can still yield useful insights if
findings are treated as suggestive as opposed to conclusive.
Internet:<https://ora.ox.ac.uk>(adapted).
With regard to the text provided, evaluate the following item.
In the fragment "English has unarguably become the global
default lingua franca", the word "unarguably" (first
paragraph) is an adverb of degree that modifies the verb
form "become", and it can be correctly replaced with
arguably without change to the author’s level of certainty or
stance in the text.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443052
Pedagogia
Texto associado
Aprender a língua inglesa propicia a criação de novas
formas de engajamento e participação dos alunos em um mundo
social cada vez mais globalizado e plural, em que as fronteiras
entre países e interesses pessoais, locais, regionais, nacionais e
transnacionais estão cada vez mais difusas e contraditórias.
Assim, o estudo da língua inglesa pode possibilitar a todos o
acesso aos saberes linguísticos necessários para engajamento e
participação, contribuindo para o agenciamento crítico dos
estudantes e para o exercício da cidadania ativa, além de ampliar
as possibilidades de interação e mobilidade, abrindo novos
percursos de construção de conhecimentos e de continuidade nos
estudos. É esse caráter formativo que inscreve a aprendizagem de
inglês em uma perspectiva de educação linguística, consciente e
crítica, na qual as dimensões pedagógicas e políticas estão
intrinsecamente ligadas.
Brasil. Base Nacional Comum Curricular. MEC, 2018, p. 241.
A partir do texto precedente, julgue o próximo item, de acordo
com os aspectos da Base Nacional Comum Curricular (BNCC)
para o componente curricular de língua inglesa.
Na BNCC, para o trabalho com conectores e operadores
argumentativos no ensino fundamental, prevê-se o uso
desses recursos gramaticais para além da coesão formal,
sendo eles vinculados à construção da argumentação e da
intencionalidade discursiva, de modo que auxiliem na
formação do posicionamento crítico do estudante.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443053
Inglês
Texto associado
Aprender a língua inglesa propicia a criação de novas
formas de engajamento e participação dos alunos em um mundo
social cada vez mais globalizado e plural, em que as fronteiras
entre países e interesses pessoais, locais, regionais, nacionais e
transnacionais estão cada vez mais difusas e contraditórias.
Assim, o estudo da língua inglesa pode possibilitar a todos o
acesso aos saberes linguísticos necessários para engajamento e
participação, contribuindo para o agenciamento crítico dos
estudantes e para o exercício da cidadania ativa, além de ampliar
as possibilidades de interação e mobilidade, abrindo novos
percursos de construção de conhecimentos e de continuidade nos
estudos. É esse caráter formativo que inscreve a aprendizagem de
inglês em uma perspectiva de educação linguística, consciente e
crítica, na qual as dimensões pedagógicas e políticas estão
intrinsecamente ligadas.
Brasil. Base Nacional Comum Curricular. MEC, 2018, p. 241.
A partir do texto precedente, julgue o próximo item, de acordo
com os aspectos da Base Nacional Comum Curricular (BNCC)
para o componente curricular de língua inglesa.
Conforme as diretrizes da BNCC para a língua inglesa, o
estudo da gramática deve priorizar a memorização de
vocabulário e a emulação do modelo do falante nativo.
Ano: 2026
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2026 - SEDUC-AL - Professor - Inglês |
Q4443054
Inglês
Texto associado
Aprender a língua inglesa propicia a criação de novas
formas de engajamento e participação dos alunos em um mundo
social cada vez mais globalizado e plural, em que as fronteiras
entre países e interesses pessoais, locais, regionais, nacionais e
transnacionais estão cada vez mais difusas e contraditórias.
Assim, o estudo da língua inglesa pode possibilitar a todos o
acesso aos saberes linguísticos necessários para engajamento e
participação, contribuindo para o agenciamento crítico dos
estudantes e para o exercício da cidadania ativa, além de ampliar
as possibilidades de interação e mobilidade, abrindo novos
percursos de construção de conhecimentos e de continuidade nos
estudos. É esse caráter formativo que inscreve a aprendizagem de
inglês em uma perspectiva de educação linguística, consciente e
crítica, na qual as dimensões pedagógicas e políticas estão
intrinsecamente ligadas.
Brasil. Base Nacional Comum Curricular. MEC, 2018, p. 241.
A partir do texto precedente, julgue o próximo item, de acordo
com os aspectos da Base Nacional Comum Curricular (BNCC)
para o componente curricular de língua inglesa.
Segundo a BNCC, nas situações de interação oral, recursos
paralinguísticos como gestos e expressões faciais são
irrelevantes para apoiar a construção de sentidos na
oralidade.
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