Questões de Concurso Público Prefeitura de Colômbia - SP 2021 para Professor de Inglês
Foram encontradas 2 questões
Ano: 2021
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Colômbia - SP
Prova:
Instituto Consulplan - 2021 - Prefeitura de Colômbia - SP - Professor de Inglês |
Q1812552
Inglês
Texto associado
Read the text to answer.
Incidental vocabulary learning through
the viewing of video
There is growing evidence that L2 learners pick up new words while viewing video but little is known about the role of individual differences. This study explores incidental learning after the viewing of a French documentary containing 15 pseudowords and investigates whether learning is moderated by participants’ prior vocabulary knowledge and working memory. Sixty-three higher-intermediate learners of French participated in this study. Prior vocabulary knowledge was measured by means of a French meaning recognition test. Participants also took a forward digit-span (phonological shortterm memory), a backward digit-span, and an operation-span task (complex working memory). After viewing the video, four surprise vocabulary tests on form and meaning were administered. Results revealed that learning gains occurred at the level of form and meaning recognition. Vocabulary knowledge was positively related to picking up new words from video. Complex working memory correlated with the recognition tests showed more incidental learning gains for learners with higher complex working memory.
(Available: https://www.cambridge.org.Abstract published online: 10 January 2020. Adapted.)
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Ano: 2021
Banca:
Instituto Consulplan
Órgão:
Prefeitura de Colômbia - SP
Prova:
Instituto Consulplan - 2021 - Prefeitura de Colômbia - SP - Professor de Inglês |
Q1812556
Inglês
Texto associado
Read the text to answer.
English Language teaching as a social interprise
In Communicative ELT (English Language Teaching),
text genre analysis is essential to uncover the social and the
cultural basis of language. The notion of genre has largely
drawn the attention of many scholars. It is incontestable
that a genre-based approach to teaching greatly improves
learners’ skills, not only in academic settings, but also in
professional scenarios. A genre--oriented approach to
language teaching incorporates an understanding that
language is purposeful and that structures emerge from use.
Additionally, there is an increasing recognition of the
relevance of taking into consideration language varieties, text--types, and text genres while designing reading and
writing language programs. As Martin (2002) points out,
genres have been defined as staged, goal-oriented social
processes. In these terms, as a level of context, genres
represent “the system of staged goal-oriented social
processes through which social subjects in a given culture
live their lives”. In ELT, the concept of text genre sheds light
on the influence of the context of culture on language. From
that viewpoint, every culture structures particular ways of
achieving communication goals in a given context through the
production of written and oral texts. The fact that English is
considered the predominant language for communicating
research findings makes it paramount that users of English as a
Foreign Language (EFL) develop proficiency in research English
across the skills of reading and writing. In order to be part of the
scientific community, EFL researchers need to understand “the
social processes by which knowledge about reality and the
world are made”, that is, they need to be able to understand
several genres that are part of academic social practice. Failure
to understand written genres as social action may result in
instruction that encourages the creation of texts to fit formal
requirements, as opposed to the practice of achieving social
goals. Technology also plays a role in assisting second/foreign
language (L2) writing instruction. The Internet, social networks
and digital media may provide EFL learners with greater
opportunities for meaningful and authentic language use,
which are usually interactive, social and multimodal. Learners
can interact with other speakers of the language from different
parts of the world, write blogs or create webpages and profiles
in social networks and produce both written and oral language
with a targeted community of speakers in mind.
(Available: http://www.scielo.br. Adapted.)
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