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Leia o texto para responder às questões de números 47 a 50.
We commonly observe in second language learners a plethora of errors attributable to the negative transfer of the native language to the target language. There can be interlingual interference at the phonological, syntactic, lexical, and semantic levels of language. For example, one might find a beginner learner who says “I am in New York since January”. Examples of distinctions at the lexical level may be seen in false cognates.
The early stages of second language learning are characterized by a predominance of interference (interlingual transfer), but once learners have begun to acquire parts of the new system, more and more intralingual transfer – generalization within the target language – is manifested. Negative intralingual transfer or overgeneralization is seen in such utterances as “Does John can sing?” or “He goed”.
A number of different categories for description of errors have been identified in research on learner language, among them:
I. The most generalized errors of addition, omission, substitution, and ordering. In English, for example, a definite article can be omitted (I went to movie), or an item substituted (/ lost my road), or a word order confused (I to the store went).
II. Within each category, levels of language can be considered: phonology or orthography, lexicon, grammar, and discourse. Often, of course, it is difficult to distinguish different levels of errors. A word with a faulty pronunciation, for example, might hide a syntactic or lexical error.
III. Errors may also be viewed as either global or local. Global errors hinder communication; they prevent the hearer from comprehending some aspect of the message. Local errors do not prevent the message from being heard, usually because there is only a minor violation of one segment of a sentence.
(BROWN, D. Principles of Language Learning and teaching. Englewood Cliffs, NJ: Prentice Hall Regents, 1994. Adaptado)
As far as noun number is concerned, we can say there is an example of negative transfer from Portuguese into English in:
Assinale a alternativa que contém as frases usadas para oferecer um café a um amigo.
Assinale a alternativa que resume, de forma adequada, a ideia central do texto.
La lingua si intreccia alla storia e alle vicende del gruppo registrando, di questo, le esperienze e le vicissitudini nel lessico, nella grammatica, negli usi. La lingua rivela una sorta di personalità collettiva del gruppo che la parla.
(FREDDI, G., 1991, p. 16-17)
Assinale a alternativa que preenche, correta e respectivamente, o enunciado a seguir.
I _______ genitori vivono in Italia, _______ fratello abita in Germania e le _______ sorelle si sono trasferite in Brasile l’anno scorso.
Na frase – Se eu tivesse tempo, almoçaria com os meus amigos e depois iria ao cinema –, as palavras almoçaria e iria podem ser vertidas para o italiano, sem prejuízo de sentidos, por:
Leia o texto para responder às questões de números 43 a 46.
In 1972 a British linguist, D. A. Wilkins, proposed a functional or communicative definition of language that could serve as a basis for developing communicative syllabuses for language teaching. Wilkins’s contribution was an analysis of the communicative meanings that a language learner needs to understand and express. Rather than describe the core of language through traditional concepts of grammar and vocabulary, Wilkins attempted to demonstrate the systems of meanings that lay behind the communicative uses of language. He described two types of meanings: notional categories (concepts such as time, sequence, quantity, location) and categories of communicative function (requests, denials, offers, complaints).
Proponents of Communicative Language Teaching (CLT) see it as an approach that aims to (a) make communicative competence the goal of language teaching and (b) develop procedures for the teaching of language skills that acknowledge the interdependence of language and communication. Its comprehensiveness thus makes it different in scope and status from any of the earlier traditions in language teaching. There is no single text or authority on it, nor any single model that is universally accepted as authoritative. What is essential in all of them is that at least two parties are involved in an interaction of some kind where one party has an intention and the other party expands or reacts to the intention.
(RICHARDS, J.C. & RODGERS,T. Approaches and Methods in Language Teaching. Cambridge: CUP, 2001. Adaptado)
In the fragment from the first paragraph “Rather than describe the core of language through traditional concepts of grammar and vocabulary”, the underlined expression means the same as
Assinale a alternativa que contém as perguntas adequadas às seguintes respostas: Sono le figlie di Pietro. Vanno a Venezia.
Na frase – La legge è stata approvata da tutti i deputati –, a palavra da pode ser traduzida para o português, sem prejuízo de sentidos, por:
Há palavras de línguas diferentes que apresentam grafias ou pronúncias semelhantes, mas possuem significados distintos. Por exemplo, a palavra burro, em italiano, quer dizer manteiga em português.
Assinale a alternativa que contém a tradução adequada das seguintes palavras: allora, ancora, mentre.
Na frase – va bene in tutto, anche in matemática –, a palavra anche expressa o sentido de
No provérbio Meglio tardi che mai, a palavra mai pode ser traduzida para o português, sem prejuízo de sentidos, por
Assinale a alternativa que contém os verbos que completam, correta e respectivamente, a seguinte frase:
Quando io __________ studente __________ a Firenze ma tu a __________ Roma.
Assinale a alternativa que responde, de forma adequada, à seguinte pergunta: Anna, che hai fatto di bello nelle vacanze?
Assinale a alternativa que apresenta o uso adequado das preposições em italiano.
Na língua italiana, há várias formas para os artigos definidos masculinos e femininos. Assinale a alternativa em que os artigos são apresentados de acordo com o italiano padrão.
Na perspectiva da língua como instrumento de ação social, “dizer é sempre fazer”. Em italiano, uma frase que pode ser usada para pedir desculpas é:
Todo indivíduo tem à disposição um repertório linguístico, de modo que um mesmo conteúdo pode ser formulado de diferentes formas. Assinale a alternativa que apresenta perguntas adequadas a um contexto formal de interação em italiano.
Leia o texto para responder às questões de números 43 a 46.
In 1972 a British linguist, D. A. Wilkins, proposed a functional or communicative definition of language that could serve as a basis for developing communicative syllabuses for language teaching. Wilkins’s contribution was an analysis of the communicative meanings that a language learner needs to understand and express. Rather than describe the core of language through traditional concepts of grammar and vocabulary, Wilkins attempted to demonstrate the systems of meanings that lay behind the communicative uses of language. He described two types of meanings: notional categories (concepts such as time, sequence, quantity, location) and categories of communicative function (requests, denials, offers, complaints).
Proponents of Communicative Language Teaching (CLT) see it as an approach that aims to (a) make communicative competence the goal of language teaching and (b) develop procedures for the teaching of language skills that acknowledge the interdependence of language and communication. Its comprehensiveness thus makes it different in scope and status from any of the earlier traditions in language teaching. There is no single text or authority on it, nor any single model that is universally accepted as authoritative. What is essential in all of them is that at least two parties are involved in an interaction of some kind where one party has an intention and the other party expands or reacts to the intention.
(RICHARDS, J.C. & RODGERS,T. Approaches and Methods in Language Teaching. Cambridge: CUP, 2001. Adaptado)
In Communicative Language Teaching, errors
Leia o texto para responder às questões de números 43 a 46.
In 1972 a British linguist, D. A. Wilkins, proposed a functional or communicative definition of language that could serve as a basis for developing communicative syllabuses for language teaching. Wilkins’s contribution was an analysis of the communicative meanings that a language learner needs to understand and express. Rather than describe the core of language through traditional concepts of grammar and vocabulary, Wilkins attempted to demonstrate the systems of meanings that lay behind the communicative uses of language. He described two types of meanings: notional categories (concepts such as time, sequence, quantity, location) and categories of communicative function (requests, denials, offers, complaints).
Proponents of Communicative Language Teaching (CLT) see it as an approach that aims to (a) make communicative competence the goal of language teaching and (b) develop procedures for the teaching of language skills that acknowledge the interdependence of language and communication. Its comprehensiveness thus makes it different in scope and status from any of the earlier traditions in language teaching. There is no single text or authority on it, nor any single model that is universally accepted as authoritative. What is essential in all of them is that at least two parties are involved in an interaction of some kind where one party has an intention and the other party expands or reacts to the intention.
(RICHARDS, J.C. & RODGERS,T. Approaches and Methods in Language Teaching. Cambridge: CUP, 2001. Adaptado)
O objetivo do Ensino Comunicativo de Línguas expresso na afirmação “develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication” traz a seguinte implicação:
Leia o texto para responder às questões de números 43 a 46.
In 1972 a British linguist, D. A. Wilkins, proposed a functional or communicative definition of language that could serve as a basis for developing communicative syllabuses for language teaching. Wilkins’s contribution was an analysis of the communicative meanings that a language learner needs to understand and express. Rather than describe the core of language through traditional concepts of grammar and vocabulary, Wilkins attempted to demonstrate the systems of meanings that lay behind the communicative uses of language. He described two types of meanings: notional categories (concepts such as time, sequence, quantity, location) and categories of communicative function (requests, denials, offers, complaints).
Proponents of Communicative Language Teaching (CLT) see it as an approach that aims to (a) make communicative competence the goal of language teaching and (b) develop procedures for the teaching of language skills that acknowledge the interdependence of language and communication. Its comprehensiveness thus makes it different in scope and status from any of the earlier traditions in language teaching. There is no single text or authority on it, nor any single model that is universally accepted as authoritative. What is essential in all of them is that at least two parties are involved in an interaction of some kind where one party has an intention and the other party expands or reacts to the intention.
(RICHARDS, J.C. & RODGERS,T. Approaches and Methods in Language Teaching. Cambridge: CUP, 2001. Adaptado)
The comparison between CLT and the earlier structuralist tradition will reveal that
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