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Text
What is applied linguistics?
Vivian Cook, Newcastle University
Polish Translation
If you tell someone you’re an applied linguist, they look at you with bafflement. If you amplify – it’s to do with linguistics – they still look baffled. You know, linguistics the science of language? Ah so you speak lots of languages? Well no, just English. So what do you actually do? Well I look at how people acquire languages and how we can teach them better. At last light begins to dawn and they tell you a story about how badly they were taught French at school.
The problem is that the applied linguists themselves don’t
have much clearer ideas about what the subject consists
of. They argue over whether it necessarily has anything to
do with language teaching or with linguistics and whether
it includes the actual description of language. All of these
views exist among applied linguists and are reflected in
the MA courses available at British universities under the
label of applied linguistics.
The language teaching view of applied linguistics parallels
TESOLorTEFL, by looking at ways of improving language
teaching, backed by a more rigorous study of language.
The motivation is that better teaching will be based on
a better understanding of language. However, in British
universities language teaching itself is not highly valued,
often carried out by ancillary staff, because it does not
lend itself easily to the kind of research publications that
university careers now depend upon.
The closeness of the link to linguistics is also crucial.
At one extreme you need the latest ideas hot from MIT
on the principle that information about linguistics must be
up-to-date – and linguistic theories change so fast that
undergraduates discover their first year courses are out
of date by their final year. It’s up to the end-users how
they make practical use of the ideas, not the applied
linguists.
This raises the issue whether other disciplines are as
important as linguistics for applied linguistics. Psychology
enters into many courses, as does education, particularly
ideas about testing and about language learning. To some
applied linguists the discipline draws on any subject with
anything to say about language teaching or language
learning. To others linguistics is the sole source of ideas.
Sometime this is referred to as the issue of ‘autonomous
applied linguistics’; is it a separate discipline or a poor
relative of linguistics?
To some, applied linguistics is applying theoretical
linguistics to actual data. Hence the construction of
dictionaries or the collection of ‘corpora’ of millions To some, applied linguistics is applying theoretical
linguistics to actual data. Hence the construction of
dictionaries or the collection of ‘corpora’ of millions of words of English are applied linguistics, as are the
descriptions of social networks or of gender differences
(but not usually descriptions of grammar). Once
applied linguistics seemed boundless, including the
study of first language acquisition and computational
linguistics. To many, however, applied linguistics has
become synonymous with SLA (though never linked
to first language acquisition). SLA (Second Language
Acquisition) research has had an enormous growth over
the past decades. It enters into all of the above debates.
Some people are concerned with classroom language
acquisition because of its teaching implications, drawing
mostly on psychological models of language and
language processing and on social models of interaction
and identity; others are concerned with SLA in natural
settings. On another dimension, SLA can be seen as
providing data to test out linguistic theories rather than
to increase our knowledge of SLA itself; they are then
more like linguists who happen to use SLA data than
investigators of SLA in its own right. On a third dimension
the linguistic world is more or less divided between those
who see language as masses of things people have said
and those who see it as knowledge in people’s minds.
Some SLAresearchers analyse large corpora of learner’s
utterances or essays; others test their ideas against the
barest minimum of data; neither side really accept that
the other has a valid point of view.
Applied linguistics then means many things to many
people. Discovering what a book or a course in applied
linguistics is about involves reading the small print
to discover its orientation. Those with an interest in
linguistic theory are going to feel frustrated when
bombarded with classroom teaching techniques; those
who want to handle large amounts of spoken or written
data will be disappointed by single example sentences
or experiments. Of course many people discover
unexpected delights. One of my students who came to
an MA course as an EFL course-writer ended up doing
a Ph.D. thesis and book on learnability theory. This does
not mean that most prospective MA students should not
look very carefully, say checking the titles of the modules
that actually make up the degree scheme, before they
back a particular horse.
Available at: <http://www.viviancook.uk>.
Accessed on: November 2nd, 2018 (Adapted).
Text
What is applied linguistics?
Vivian Cook, Newcastle University
Polish Translation
If you tell someone you’re an applied linguist, they look at you with bafflement. If you amplify – it’s to do with linguistics – they still look baffled. You know, linguistics the science of language? Ah so you speak lots of languages? Well no, just English. So what do you actually do? Well I look at how people acquire languages and how we can teach them better. At last light begins to dawn and they tell you a story about how badly they were taught French at school.
The problem is that the applied linguists themselves don’t
have much clearer ideas about what the subject consists
of. They argue over whether it necessarily has anything to
do with language teaching or with linguistics and whether
it includes the actual description of language. All of these
views exist among applied linguists and are reflected in
the MA courses available at British universities under the
label of applied linguistics.
The language teaching view of applied linguistics parallels
TESOLorTEFL, by looking at ways of improving language
teaching, backed by a more rigorous study of language.
The motivation is that better teaching will be based on
a better understanding of language. However, in British
universities language teaching itself is not highly valued,
often carried out by ancillary staff, because it does not
lend itself easily to the kind of research publications that
university careers now depend upon.
The closeness of the link to linguistics is also crucial.
At one extreme you need the latest ideas hot from MIT
on the principle that information about linguistics must be
up-to-date – and linguistic theories change so fast that
undergraduates discover their first year courses are out
of date by their final year. It’s up to the end-users how
they make practical use of the ideas, not the applied
linguists.
This raises the issue whether other disciplines are as
important as linguistics for applied linguistics. Psychology
enters into many courses, as does education, particularly
ideas about testing and about language learning. To some
applied linguists the discipline draws on any subject with
anything to say about language teaching or language
learning. To others linguistics is the sole source of ideas.
Sometime this is referred to as the issue of ‘autonomous
applied linguistics’; is it a separate discipline or a poor
relative of linguistics?
To some, applied linguistics is applying theoretical
linguistics to actual data. Hence the construction of
dictionaries or the collection of ‘corpora’ of millions To some, applied linguistics is applying theoretical
linguistics to actual data. Hence the construction of
dictionaries or the collection of ‘corpora’ of millions of words of English are applied linguistics, as are the
descriptions of social networks or of gender differences
(but not usually descriptions of grammar). Once
applied linguistics seemed boundless, including the
study of first language acquisition and computational
linguistics. To many, however, applied linguistics has
become synonymous with SLA (though never linked
to first language acquisition). SLA (Second Language
Acquisition) research has had an enormous growth over
the past decades. It enters into all of the above debates.
Some people are concerned with classroom language
acquisition because of its teaching implications, drawing
mostly on psychological models of language and
language processing and on social models of interaction
and identity; others are concerned with SLA in natural
settings. On another dimension, SLA can be seen as
providing data to test out linguistic theories rather than
to increase our knowledge of SLA itself; they are then
more like linguists who happen to use SLA data than
investigators of SLA in its own right. On a third dimension
the linguistic world is more or less divided between those
who see language as masses of things people have said
and those who see it as knowledge in people’s minds.
Some SLAresearchers analyse large corpora of learner’s
utterances or essays; others test their ideas against the
barest minimum of data; neither side really accept that
the other has a valid point of view.
Applied linguistics then means many things to many
people. Discovering what a book or a course in applied
linguistics is about involves reading the small print
to discover its orientation. Those with an interest in
linguistic theory are going to feel frustrated when
bombarded with classroom teaching techniques; those
who want to handle large amounts of spoken or written
data will be disappointed by single example sentences
or experiments. Of course many people discover
unexpected delights. One of my students who came to
an MA course as an EFL course-writer ended up doing
a Ph.D. thesis and book on learnability theory. This does
not mean that most prospective MA students should not
look very carefully, say checking the titles of the modules
that actually make up the degree scheme, before they
back a particular horse.
Available at: <http://www.viviancook.uk>.
Accessed on: November 2nd, 2018 (Adapted).
Text
What is applied linguistics?
Vivian Cook, Newcastle University
Polish Translation
If you tell someone you’re an applied linguist, they look at you with bafflement. If you amplify – it’s to do with linguistics – they still look baffled. You know, linguistics the science of language? Ah so you speak lots of languages? Well no, just English. So what do you actually do? Well I look at how people acquire languages and how we can teach them better. At last light begins to dawn and they tell you a story about how badly they were taught French at school.
The problem is that the applied linguists themselves don’t
have much clearer ideas about what the subject consists
of. They argue over whether it necessarily has anything to
do with language teaching or with linguistics and whether
it includes the actual description of language. All of these
views exist among applied linguists and are reflected in
the MA courses available at British universities under the
label of applied linguistics.
The language teaching view of applied linguistics parallels
TESOLorTEFL, by looking at ways of improving language
teaching, backed by a more rigorous study of language.
The motivation is that better teaching will be based on
a better understanding of language. However, in British
universities language teaching itself is not highly valued,
often carried out by ancillary staff, because it does not
lend itself easily to the kind of research publications that
university careers now depend upon.
The closeness of the link to linguistics is also crucial.
At one extreme you need the latest ideas hot from MIT
on the principle that information about linguistics must be
up-to-date – and linguistic theories change so fast that
undergraduates discover their first year courses are out
of date by their final year. It’s up to the end-users how
they make practical use of the ideas, not the applied
linguists.
This raises the issue whether other disciplines are as
important as linguistics for applied linguistics. Psychology
enters into many courses, as does education, particularly
ideas about testing and about language learning. To some
applied linguists the discipline draws on any subject with
anything to say about language teaching or language
learning. To others linguistics is the sole source of ideas.
Sometime this is referred to as the issue of ‘autonomous
applied linguistics’; is it a separate discipline or a poor
relative of linguistics?
To some, applied linguistics is applying theoretical
linguistics to actual data. Hence the construction of
dictionaries or the collection of ‘corpora’ of millions To some, applied linguistics is applying theoretical
linguistics to actual data. Hence the construction of
dictionaries or the collection of ‘corpora’ of millions of words of English are applied linguistics, as are the
descriptions of social networks or of gender differences
(but not usually descriptions of grammar). Once
applied linguistics seemed boundless, including the
study of first language acquisition and computational
linguistics. To many, however, applied linguistics has
become synonymous with SLA (though never linked
to first language acquisition). SLA (Second Language
Acquisition) research has had an enormous growth over
the past decades. It enters into all of the above debates.
Some people are concerned with classroom language
acquisition because of its teaching implications, drawing
mostly on psychological models of language and
language processing and on social models of interaction
and identity; others are concerned with SLA in natural
settings. On another dimension, SLA can be seen as
providing data to test out linguistic theories rather than
to increase our knowledge of SLA itself; they are then
more like linguists who happen to use SLA data than
investigators of SLA in its own right. On a third dimension
the linguistic world is more or less divided between those
who see language as masses of things people have said
and those who see it as knowledge in people’s minds.
Some SLAresearchers analyse large corpora of learner’s
utterances or essays; others test their ideas against the
barest minimum of data; neither side really accept that
the other has a valid point of view.
Applied linguistics then means many things to many
people. Discovering what a book or a course in applied
linguistics is about involves reading the small print
to discover its orientation. Those with an interest in
linguistic theory are going to feel frustrated when
bombarded with classroom teaching techniques; those
who want to handle large amounts of spoken or written
data will be disappointed by single example sentences
or experiments. Of course many people discover
unexpected delights. One of my students who came to
an MA course as an EFL course-writer ended up doing
a Ph.D. thesis and book on learnability theory. This does
not mean that most prospective MA students should not
look very carefully, say checking the titles of the modules
that actually make up the degree scheme, before they
back a particular horse.
Available at: <http://www.viviancook.uk>.
Accessed on: November 2nd, 2018 (Adapted).
Text
What is applied linguistics?
Vivian Cook, Newcastle University
Polish Translation
If you tell someone you’re an applied linguist, they look at you with bafflement. If you amplify – it’s to do with linguistics – they still look baffled. You know, linguistics the science of language? Ah so you speak lots of languages? Well no, just English. So what do you actually do? Well I look at how people acquire languages and how we can teach them better. At last light begins to dawn and they tell you a story about how badly they were taught French at school.
The problem is that the applied linguists themselves don’t
have much clearer ideas about what the subject consists
of. They argue over whether it necessarily has anything to
do with language teaching or with linguistics and whether
it includes the actual description of language. All of these
views exist among applied linguists and are reflected in
the MA courses available at British universities under the
label of applied linguistics.
The language teaching view of applied linguistics parallels
TESOLorTEFL, by looking at ways of improving language
teaching, backed by a more rigorous study of language.
The motivation is that better teaching will be based on
a better understanding of language. However, in British
universities language teaching itself is not highly valued,
often carried out by ancillary staff, because it does not
lend itself easily to the kind of research publications that
university careers now depend upon.
The closeness of the link to linguistics is also crucial.
At one extreme you need the latest ideas hot from MIT
on the principle that information about linguistics must be
up-to-date – and linguistic theories change so fast that
undergraduates discover their first year courses are out
of date by their final year. It’s up to the end-users how
they make practical use of the ideas, not the applied
linguists.
This raises the issue whether other disciplines are as
important as linguistics for applied linguistics. Psychology
enters into many courses, as does education, particularly
ideas about testing and about language learning. To some
applied linguists the discipline draws on any subject with
anything to say about language teaching or language
learning. To others linguistics is the sole source of ideas.
Sometime this is referred to as the issue of ‘autonomous
applied linguistics’; is it a separate discipline or a poor
relative of linguistics?
To some, applied linguistics is applying theoretical
linguistics to actual data. Hence the construction of
dictionaries or the collection of ‘corpora’ of millions To some, applied linguistics is applying theoretical
linguistics to actual data. Hence the construction of
dictionaries or the collection of ‘corpora’ of millions of words of English are applied linguistics, as are the
descriptions of social networks or of gender differences
(but not usually descriptions of grammar). Once
applied linguistics seemed boundless, including the
study of first language acquisition and computational
linguistics. To many, however, applied linguistics has
become synonymous with SLA (though never linked
to first language acquisition). SLA (Second Language
Acquisition) research has had an enormous growth over
the past decades. It enters into all of the above debates.
Some people are concerned with classroom language
acquisition because of its teaching implications, drawing
mostly on psychological models of language and
language processing and on social models of interaction
and identity; others are concerned with SLA in natural
settings. On another dimension, SLA can be seen as
providing data to test out linguistic theories rather than
to increase our knowledge of SLA itself; they are then
more like linguists who happen to use SLA data than
investigators of SLA in its own right. On a third dimension
the linguistic world is more or less divided between those
who see language as masses of things people have said
and those who see it as knowledge in people’s minds.
Some SLAresearchers analyse large corpora of learner’s
utterances or essays; others test their ideas against the
barest minimum of data; neither side really accept that
the other has a valid point of view.
Applied linguistics then means many things to many
people. Discovering what a book or a course in applied
linguistics is about involves reading the small print
to discover its orientation. Those with an interest in
linguistic theory are going to feel frustrated when
bombarded with classroom teaching techniques; those
who want to handle large amounts of spoken or written
data will be disappointed by single example sentences
or experiments. Of course many people discover
unexpected delights. One of my students who came to
an MA course as an EFL course-writer ended up doing
a Ph.D. thesis and book on learnability theory. This does
not mean that most prospective MA students should not
look very carefully, say checking the titles of the modules
that actually make up the degree scheme, before they
back a particular horse.
Available at: <http://www.viviancook.uk>.
Accessed on: November 2nd, 2018 (Adapted).
Text
What is applied linguistics?
Vivian Cook, Newcastle University
Polish Translation
If you tell someone you’re an applied linguist, they look at you with bafflement. If you amplify – it’s to do with linguistics – they still look baffled. You know, linguistics the science of language? Ah so you speak lots of languages? Well no, just English. So what do you actually do? Well I look at how people acquire languages and how we can teach them better. At last light begins to dawn and they tell you a story about how badly they were taught French at school.
The problem is that the applied linguists themselves don’t
have much clearer ideas about what the subject consists
of. They argue over whether it necessarily has anything to
do with language teaching or with linguistics and whether
it includes the actual description of language. All of these
views exist among applied linguists and are reflected in
the MA courses available at British universities under the
label of applied linguistics.
The language teaching view of applied linguistics parallels
TESOLorTEFL, by looking at ways of improving language
teaching, backed by a more rigorous study of language.
The motivation is that better teaching will be based on
a better understanding of language. However, in British
universities language teaching itself is not highly valued,
often carried out by ancillary staff, because it does not
lend itself easily to the kind of research publications that
university careers now depend upon.
The closeness of the link to linguistics is also crucial.
At one extreme you need the latest ideas hot from MIT
on the principle that information about linguistics must be
up-to-date – and linguistic theories change so fast that
undergraduates discover their first year courses are out
of date by their final year. It’s up to the end-users how
they make practical use of the ideas, not the applied
linguists.
This raises the issue whether other disciplines are as
important as linguistics for applied linguistics. Psychology
enters into many courses, as does education, particularly
ideas about testing and about language learning. To some
applied linguists the discipline draws on any subject with
anything to say about language teaching or language
learning. To others linguistics is the sole source of ideas.
Sometime this is referred to as the issue of ‘autonomous
applied linguistics’; is it a separate discipline or a poor
relative of linguistics?
To some, applied linguistics is applying theoretical
linguistics to actual data. Hence the construction of
dictionaries or the collection of ‘corpora’ of millions To some, applied linguistics is applying theoretical
linguistics to actual data. Hence the construction of
dictionaries or the collection of ‘corpora’ of millions of words of English are applied linguistics, as are the
descriptions of social networks or of gender differences
(but not usually descriptions of grammar). Once
applied linguistics seemed boundless, including the
study of first language acquisition and computational
linguistics. To many, however, applied linguistics has
become synonymous with SLA (though never linked
to first language acquisition). SLA (Second Language
Acquisition) research has had an enormous growth over
the past decades. It enters into all of the above debates.
Some people are concerned with classroom language
acquisition because of its teaching implications, drawing
mostly on psychological models of language and
language processing and on social models of interaction
and identity; others are concerned with SLA in natural
settings. On another dimension, SLA can be seen as
providing data to test out linguistic theories rather than
to increase our knowledge of SLA itself; they are then
more like linguists who happen to use SLA data than
investigators of SLA in its own right. On a third dimension
the linguistic world is more or less divided between those
who see language as masses of things people have said
and those who see it as knowledge in people’s minds.
Some SLAresearchers analyse large corpora of learner’s
utterances or essays; others test their ideas against the
barest minimum of data; neither side really accept that
the other has a valid point of view.
Applied linguistics then means many things to many
people. Discovering what a book or a course in applied
linguistics is about involves reading the small print
to discover its orientation. Those with an interest in
linguistic theory are going to feel frustrated when
bombarded with classroom teaching techniques; those
who want to handle large amounts of spoken or written
data will be disappointed by single example sentences
or experiments. Of course many people discover
unexpected delights. One of my students who came to
an MA course as an EFL course-writer ended up doing
a Ph.D. thesis and book on learnability theory. This does
not mean that most prospective MA students should not
look very carefully, say checking the titles of the modules
that actually make up the degree scheme, before they
back a particular horse.
Available at: <http://www.viviancook.uk>.
Accessed on: November 2nd, 2018 (Adapted).
Analise as seguintes afirmativas sobre a inserção da Educação Física como área de conhecimento.
I. O profissional de Educação Física atua somente sobre o corpo ou com o movimento em si, trabalha com o esporte em si e lida com a ginástica em si. Esse profissional foca nas manifestações motoras do ser humano relacionadas ao corpo e ao movimento, por meio do jogo, esporte, dança, luta e ginástica. II. No desenvolvimento dos conteúdos da disciplina, o professor de Educação Física deve buscar uma interação efetiva com seus alunos e deve buscar a coerência entre teoria e prática, com o objetivo de proporcionar uma educação que não se resuma a reproduzir modelos ou a perpetuar estruturas de poder, mas que seja um conjunto de saberes socialmente relevantes para que os alunos possam transformar sua participação enquanto ser no mundo.
A respeito dessas afirmativas, assinale a alternativa correta.
Analise as afirmativas a seguir relativas aos modelos de marcação no futsal.
I. Marcação individual: tem como objetivo executar a ação de marcar de forma direta o oponente. Há duas formas de marcação individual, pressão parcial e pressão total. II. Marcação por zona ou espaço: ação de marcar um determinado espaço ou setor da quadra de jogo. III. Marcação mista: combina as ações de marcação individual e marcação homem a homem. IV. Marcação em linha: utilizada para marcar a saída de bola do adversário, caracterizando-se pelo adiantamento de todos os atletas no campo ofensivo de jogo, “sufocando” o adversário.
Estão corretas as afirmativas
Sobre a motricidade humana, assinale com V as afirmativas verdadeiras e com F as falsas.
( ) A ciência da motricidade humana tem como objeto de estudo a ação motora, a saber, o corpo em ato. Além disso, ela se ocupa do movimento, que é a parte de um todo, movimento esse do ser humano finito, carente e não especializado, que busca a transcendência. ( ) Compete à motricidade humana se constituir e se fortalecer como unidade científico-pedagógica do conhecimento básico, do saber / teórico e do fazer / prático de toda e qualquer expressão traduzida na cultura corporal de movimento. ( ) A motricidade humana emerge com potencialidades riquíssimas para a vida e aglutina com coerência uma atual noção de ciência, uma nova linguagem e perspectiva de uma autêntica práxis. Essa motricidade reclama e exige autonomia epistemológica, unidade ontológica, complexidade reticular metodológica e práxis transformadora.
Assinale a sequência correta.
Com relação à função do músculo quadríceps femoral, localizado nos membros inferiores, assinale a alternativa correta.
Em relação às corridas de revezamento no esporte atletismo, assinale a alternativa incorreta.
Analise as afirmativas a seguir relativas ao ensino da modalidade voleibol sentado, esporte paraolímpico destinado às pessoas que são impossibilitadas, por algum motivo, da prática do voleibol convencional.
I. O objetivo do voleibol sentado é fazer com que a bola toque no chão no lado da quadra da equipe adversária para marcar o ponto, evitando que a bola caia no seu lado da quadra. Para isso, são permitidos apenas três toques na bola antes de passá-la para o lado adversário, sendo que a mesma pessoa não pode tocá-la duas vezes consecutivamente. II. A prática do voleibol sentado pode ser facilmente inserida em diferentes locais, como escolas, clubes ou outras instituições, pois esse esporte não exige muitos recursos financeiros, uma vez que, além de não necessitar de equipamentos especiais, como cadeira de rodas e próteses, ainda permite a adaptação de estruturas e materiais já utilizados no voleibol convencional. III. A prática do voleibol sentado pode ser terapêutica, recreacional e de alto rendimento, contribuindo com o desenvolvimento da autoestima, da autoconfiança, das condições e das capacidades físicas, atuando como um estímulo positivo em relação à autoimagem, independência, superação e, ainda, prevenindo deficiências secundárias.
Estão corretas as afirmativas
Os músculos classificados pelo movimento, denominados músculos abdutores,
Com relação ao ensino das regras da modalidade esportiva voleibol para os alunos do 9º ano do Ensino Fundamental, assinale a alternativa incorreta.
A ginástica geral, também conhecida como ginástica para todos,
Com relação à Educação Física como cultura corporal, assinale a alternativa incorreta.
( ) Na BNCC, a Educação Infantil está organizada em cinco áreas de conhecimento. Essas áreas, como aponta o Parecer CNE/CEB nº 11/2010, “favorecem a comunicação entre os conhecimentos e saberes dos diferentes componentes curriculares”. ( ) Na BNCC, cada objetivo de aprendizagem e desenvolvimento é identificado por um código alfanumérico e as habilidades expressam as aprendizagens essenciais que devem ser asseguradas aos alunos nos diferentes contextos escolares. ( ) Na BNCC, competência é definida como a mobilização de conhecimentos (conceitos e procedimentos), habilidades (práticas, cognitivas e socioemocionais), atitudes e valores para resolver demandas complexas da vida cotidiana, do pleno exercício da cidadania e do mundo do trabalho. ( ) Na BNCC, a organização curricular do Ensino Fundamental está estruturada em cinco campos de experiências, no âmbito dos quais são definidos os objetivos de aprendizagem e desenvolvimento.
Assinale a sequência correta.
Quanto à exploração e à formulação de questões, assinale a alternativa correta.
A esse respeito, assinale a alternativa que não apresenta um método sintético.
( ) A formulação de Diretrizes Curriculares Nacionais constitui atribuição federal, que é exercida pelo Conselho Nacional de Educação (CNE). ( ) A criação de Diretrizes Curriculares Nacionais se deu em função de uma necessidade social e política para subsidiar as avaliações externas. ( ) As Diretrizes visam a estabelecer bases comuns nacionais para a Educação Infantil, o Ensino Fundamental, o Ensino Médio e o Ensino Superior. ( ) As Diretrizes apontam que a escola tem, diante de si, o desafio de sua própria recriação, pois tudo que a ela se refere constitui-se como invenção.
Assinale a sequência correta.
Segundo sua obra Pedagogia da Autonomia
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