Questões de Concurso Público SEDUC-GO 2022 para Professor - Língua Inglesa

Interlanguage shares far more elements of the learner’s foreign language than those of his or her mother tongue.

Two of the main factors that contribute for interlanguage are overgeneralization and language transfer.

Different learners create the same kind of interlanguage.

The learner’s linguistic background and personal experiences are irrelevante to the shaping of his or her interlanguage.

Interlanguage creates a set of fixed rules to help the learner build a bridge between his or her first language and the second or foreign language.

There is much vocabulary and it is dealt with in the form of lists of isolated words.

Students are provided with instructions only in the target language.

Excessive reliance on mimicry, memorization of set phrases, and overlearning.

Close, deliberate cognitive attention is paid to the rules, paradigms, intricacies, and exceptions of the language.

Little or scarcely any grammatical explanation is provided; grammar is taught by inductive analogy.

Linguistic and psychological theories provide the foundations for this approach.

Only vocabulary and sentences of a very ordinary and commonplace nature are taught.

There is a prevalence of surface forms and of the rote practice of scientifically produced language patterns.

Concrete vocabulary is taught through demonstration, objects, and pictures, while abstract vocabulary is taught by association of ideas.

Pronunciation plays an absolutely negligible role in the teaching/learning process.

Conversation skills are structured in a gradual progression and are organized around question-and-answer exchanges between teachers and students in small intensive classes.

Structural patterns are taught with the use of repetitive drills.

Little attention is paid to the context of texts, which are treated as exercises in grammatical analysis.

New teaching points are taught through modelling and practice.

Teaching materials consist basically of tapes, language labs, and visual aids.

The areas teachers should focus on are spelling and pronunciation.

Teachers should avoid correcting students when they are engaged in a conversation or dialogue because the flow of ideas is disrupted.

In terms of speaking, features such as coherence, organization and development of ideas should not be part of the correcting process.

Every single error, serious or small, must be detected and corrected on the spot.

Teachers should identify students’ mistakes and make them practice those mistakes.