Questões de Concurso Comentadas sobre inglês para vunesp

     Just as spoken languages are the basis for our conversations with people, so design languages are the basis for our interactions with products and services. Spoken languages consist of words and rules of grammar. By analogy, design languages consist of design elements and guidelines for their combination. People use spoken language to express themselves. Product designers use design languages to design expressive objects. When a designer uses a design language to design a product, the resulting product expresses what it is, what it does, how it is to be used, and the experiences to which it has the potential to contribute. When people use a design language to use a product, the resulting experience of use is simple and straightforward. The best design languages take the design of experience on step further by making interactions between people and objects pleasant and continuously meaningful. Design languages play a very important role in the expression of the “unfolding of meaning” of objects. 

[Fonte: Usability, Paul S. Adler & Terry A. Winograd,

Oxford University Press, 1992, pg. 18]

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        Learning strategies are defined as “specific actions, behaviors, steps, or techniques—such as seeking out conversation partners, or giving one self-encouragement to tackle a difficult language task—used by students to enhance their own learning. When the learner consciously chooses strategies that suit his or her learning style and the L2 task at hand, these strategies become a useful toolkit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types; the compensatory strategies, for example, are those that help the learner make up for missing knowledge.

        A given strategy is neither good nor bad; it is neutral until the context of its use is thoroughly considered. What makes a strategy positive and helpful for a given learner? A strategy is useful if the following conditions are present: (a) the strategy relates to the L2 task at hand; (b) the strategy fits the particular student’s learning style preferences to one degree or another; and (c) the student employs the strategy effectivety and links it with other relevant strategies. Strategies that fulfill these conditions “make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” (Oxford 1990, p. 8). Learning strategies can also enable students to become more independent and lifelong learners.

(Rebecca Oxford. Language Learning Styles and Strategies. Adaptado)