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Communicative Language Teaching prioritizes the structural teaching of the English language, without considering communicative proficiency as the main objective.

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General Didactics is independent of the specific didactics of teaching subjects because its main function is to generalize processes and procedures obtained from the investigation of the sciences that underpin teaching and learning, without considering the methodological peculiarities of each discipline.

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The classic definition of competence, proposed by Chomsky, addresses only the knowledge of language structures and rules, without considering its social function. 

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When reporting direct yes-no questions in Reported Speech, it is common to introduce a subordinate clause with "if" or "whether". So it is correct to say that the reported sentence "She asked if you were going home" is properly adapted to reported speech.

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In a noun phrase, the nucleus is always a noun or a noun pronoun. Though it may contain modifiers, determiners, adjectives, and other elements, the nucleus of the phrase is the noun, which provides the main meaning of the expression. Therefore, all noun phrases will have a noun as their central element. 

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Returning assessments to students with additional notes, not just indicating what is correct or incorrect, is a recommended strategy to avoid embarrassment and encourage self-assessment.

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According to Machado (2009), knowledge about text genres is irrelevant for constructing meaning, as text interpretation is independent of its generic structure.

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In the traditional paradigm, assessment is based on memorization and repetition, while in the complexity paradigm, assessment aims to lead students to reflect and understand, not just to memorize and recite. 

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Teaching methods are directly related to the specific objectives and content of disciplines, being applicable universally and independent of students' characteristics.

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According to Bakhtin (1997), discourse genres have minimal influence on the language we use since the immediate social situation is the sole determining factor in the choice of utterances.

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In Reported Speech, verb tenses always shift back one tense in relation to the tense originally used in direct speech. For example, the direct sentence "Where are you going?" when reported would change to "They asked where were you going?", shifting simple present into simple past.

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The school and the classroom are just part of a sociocultural and institutional context, without any influence on the students' learning process.

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The teacher's role in the teaching process goes beyond mere content transmission, as they must act as a mediator, planning strategies that stimulate active learning among students, promoting not only the assimilation of knowledge but also cognitive, reflective, and critical development.

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Requests for action or permission cannot be reported in Reported Speech using a subordinate clause with "if" or an infinitive. Therefore a sentence such as "He asked if it would be ok to miss next class" is an incorrect use of reported speech.

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The early methods of teaching foreign language, including instrumental English, date back to the 16th century and focused primarily on oral communication and everyday situations.

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When the concept of prior knowledge is addressed in language teaching, it's important for the teacher to understand that this relates to the cultural and socioeconomic aspects of the student, which will facilitate text comprehension and reduce the impact of knowledge of foreign language rules when working with a text.

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The teaching of instrumental English went through five stages of development, beginning with register analysis and culminating in the learner-centered approach, which focuses on the specific needs of learners.