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Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854104
Pedagogia
A partir do que estabelece o Referencial Curricular de Alagoas
(ReCAL) com relação às competências para língua inglesa no
ensino fundamental, julgue o item a seguir.
Reconhecer o aspecto único da língua inglesa, em sua superioridade cultural frente a outras línguas, é competência almejada no ensino-aprendizagem da língua inglesa, conforme descrito no ReCAL.
Reconhecer o aspecto único da língua inglesa, em sua superioridade cultural frente a outras línguas, é competência almejada no ensino-aprendizagem da língua inglesa, conforme descrito no ReCAL.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854103
Pedagogia
A partir do que estabelece o Referencial Curricular de Alagoas
(ReCAL) com relação às competências para língua inglesa no
ensino fundamental, julgue o item a seguir.
As mídias digitais, enquanto instrumentos de expressão de protagonismo social, têm sua importância reconhecida entre as competências previstas pelo ReCAL para o ensino de língua inglesa.
As mídias digitais, enquanto instrumentos de expressão de protagonismo social, têm sua importância reconhecida entre as competências previstas pelo ReCAL para o ensino de língua inglesa.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854102
Pedagogia
A partir do que estabelece o Referencial Curricular de Alagoas
(ReCAL) com relação às competências para língua inglesa no
ensino fundamental, julgue o item a seguir.
Apesar de abrir possibilidades para novas formas de abordagem do ensino de língua inglesa, as competências descritas no ReCAL ainda prezam por um nível de proficiência específico para cada ano do ensino fundamental.
Apesar de abrir possibilidades para novas formas de abordagem do ensino de língua inglesa, as competências descritas no ReCAL ainda prezam por um nível de proficiência específico para cada ano do ensino fundamental.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854101
Pedagogia
A partir do que estabelece o Referencial Curricular de Alagoas
(ReCAL) com relação às competências para língua inglesa no
ensino fundamental, julgue o item a seguir.
Uma das competências específicas de língua inglesa destaca a importância desse idioma para a inclusão dos indivíduos numa realidade global multicultural.
Uma das competências específicas de língua inglesa destaca a importância desse idioma para a inclusão dos indivíduos numa realidade global multicultural.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854100
Pedagogia
A partir do que estabelece o Referencial Curricular de Alagoas
(ReCAL) com relação às competências para língua inglesa no
ensino fundamental, julgue o item a seguir.
A língua inglesa deve servir como meio para apreciação do patrimônio imaterial de diferentes culturas.
A língua inglesa deve servir como meio para apreciação do patrimônio imaterial de diferentes culturas.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854099
Inglês
Texto associado
General observation suggests that it is those who start to
learn English after their school years who are most likely to have
serious difficulties in acquiring intelligible pronunciation, with
the degree of difficulty increasing markedly with age. This
difficulty has nothing to do with intelligence or level of
education, or even with knowledge of English grammar and
vocabulary.
Of course, there is no simple answer to why pronunciation
is so difficult to learn — indeed, there is a whole range of
theoretical perspectives on the question. What is generally
accepted among psycholinguists and phonologists who
specialized in this area is that the difficulty in learning to
pronounce a foreign language is cognitive rather than physical,
and that it has something to do with the way “raw sound” is
categorized or conceptualized in using speech.
Many learners of English as a second language have major
difficulties with English pronunciation even after years of
learning the language. This often results in them facing
difficulties in areas such as finding employment. Up to a certain
proficiency standard, the fault which most severely impairs the
communication process in EFL/ESL learners is pronunciation,
not vocabulary or grammar.
A. Gilakjani and M. Ahmadi. Why is Pronunciation So Difficult to Learn? In: English Language Teaching, Vol. 4, No. 3. Richmond Hill: Canadian Center of Science and Education, 2011 (adapted).
Based on the text above, judge the following item.
Pronunciation plays a greater role in limiting communication
for EFL/ESL speakers than other aspects of language.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854097
Inglês
Texto associado
General observation suggests that it is those who start to
learn English after their school years who are most likely to have
serious difficulties in acquiring intelligible pronunciation, with
the degree of difficulty increasing markedly with age. This
difficulty has nothing to do with intelligence or level of
education, or even with knowledge of English grammar and
vocabulary.
Of course, there is no simple answer to why pronunciation
is so difficult to learn — indeed, there is a whole range of
theoretical perspectives on the question. What is generally
accepted among psycholinguists and phonologists who
specialized in this area is that the difficulty in learning to
pronounce a foreign language is cognitive rather than physical,
and that it has something to do with the way “raw sound” is
categorized or conceptualized in using speech.
Many learners of English as a second language have major
difficulties with English pronunciation even after years of
learning the language. This often results in them facing
difficulties in areas such as finding employment. Up to a certain
proficiency standard, the fault which most severely impairs the
communication process in EFL/ESL learners is pronunciation,
not vocabulary or grammar.
A. Gilakjani and M. Ahmadi. Why is Pronunciation So Difficult to Learn? In: English Language Teaching, Vol. 4, No. 3. Richmond Hill: Canadian Center of Science and Education, 2011 (adapted).
Based on the text above, judge the following item.
According to the text, the difficulty in acquiring intelligible
pronunciation in English grows slightly with time.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854096
Inglês
Texto associado
General observation suggests that it is those who start to
learn English after their school years who are most likely to have
serious difficulties in acquiring intelligible pronunciation, with
the degree of difficulty increasing markedly with age. This
difficulty has nothing to do with intelligence or level of
education, or even with knowledge of English grammar and
vocabulary.
Of course, there is no simple answer to why pronunciation
is so difficult to learn — indeed, there is a whole range of
theoretical perspectives on the question. What is generally
accepted among psycholinguists and phonologists who
specialized in this area is that the difficulty in learning to
pronounce a foreign language is cognitive rather than physical,
and that it has something to do with the way “raw sound” is
categorized or conceptualized in using speech.
Many learners of English as a second language have major
difficulties with English pronunciation even after years of
learning the language. This often results in them facing
difficulties in areas such as finding employment. Up to a certain
proficiency standard, the fault which most severely impairs the
communication process in EFL/ESL learners is pronunciation,
not vocabulary or grammar.
A. Gilakjani and M. Ahmadi. Why is Pronunciation So Difficult to Learn? In: English Language Teaching, Vol. 4, No. 3. Richmond Hill: Canadian Center of Science and Education, 2011 (adapted).
Based on the text above, judge the following item.
The fragment “most likely” (first paragraph) is an example
of the superlative form.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854093
Inglês
Texto associado
The history of language study illustrates widely divergent
attitudes concerning the relationship between writing and speech.
Written language was the medium of literature, and, thus, a
source of standards of linguistic excellence. It was felt to provide
language with permanence and authority. The rules of grammar
were, accordingly, illustrated exclusively from written texts.
The everyday spoken language, by contrast, was ignored
or condemned as an object unworthy of study, demonstrating
only lack of care and organization. It was said to have no rules,
and speakers were left under the illusion that, in order to “speak
properly”, it was necessary to follow the “correct” norms, as laid
down in the recognized grammar books and manuals of written
style.
There was sporadic criticism of this viewpoint throughout
the 19th century, but it was not until the 20th century that an
alternative approach became widespread. This approach pointed
out that speech is many thousands of years older than writing;
that it develops naturally in children (whereas writing has to be
artificially taught); and that writing systems are derivative —
mostly based on sounds of speech.
D. Crystal. How Language Works. London: Penguin Books, 2006 (adapted).
Based on the previous text, judge the following item.
According to the text, it used to be believed that the
everyday spoken language is too anarchic to be used as the
basis for grammar.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854092
Inglês
Texto associado
The history of language study illustrates widely divergent
attitudes concerning the relationship between writing and speech.
Written language was the medium of literature, and, thus, a
source of standards of linguistic excellence. It was felt to provide
language with permanence and authority. The rules of grammar
were, accordingly, illustrated exclusively from written texts.
The everyday spoken language, by contrast, was ignored
or condemned as an object unworthy of study, demonstrating
only lack of care and organization. It was said to have no rules,
and speakers were left under the illusion that, in order to “speak
properly”, it was necessary to follow the “correct” norms, as laid
down in the recognized grammar books and manuals of written
style.
There was sporadic criticism of this viewpoint throughout
the 19th century, but it was not until the 20th century that an
alternative approach became widespread. This approach pointed
out that speech is many thousands of years older than writing;
that it develops naturally in children (whereas writing has to be
artificially taught); and that writing systems are derivative —
mostly based on sounds of speech.
D. Crystal. How Language Works. London: Penguin Books, 2006 (adapted).
Based on the previous text, judge the following item.
The expression “this viewpoint” (third paragraph) refers to
the idea that spoken language should follow the same rules
as written language to be correct.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854091
Inglês
Texto associado
The history of language study illustrates widely divergent
attitudes concerning the relationship between writing and speech.
Written language was the medium of literature, and, thus, a
source of standards of linguistic excellence. It was felt to provide
language with permanence and authority. The rules of grammar
were, accordingly, illustrated exclusively from written texts.
The everyday spoken language, by contrast, was ignored
or condemned as an object unworthy of study, demonstrating
only lack of care and organization. It was said to have no rules,
and speakers were left under the illusion that, in order to “speak
properly”, it was necessary to follow the “correct” norms, as laid
down in the recognized grammar books and manuals of written
style.
There was sporadic criticism of this viewpoint throughout
the 19th century, but it was not until the 20th century that an
alternative approach became widespread. This approach pointed
out that speech is many thousands of years older than writing;
that it develops naturally in children (whereas writing has to be
artificially taught); and that writing systems are derivative —
mostly based on sounds of speech.
D. Crystal. How Language Works. London: Penguin Books, 2006 (adapted).
Based on the previous text, judge the following item.
In the first paragraph, the word “It” (third sentence) refers to
“a source of standards” (second sentence).
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854089
Inglês
Texto associado
Whatever training is given there should always be a
permanent concern about the naturalness and spontaneity of
everyday speech rather than an artificial sound production for the
sake of preserving a “correct” pronunciation.
This is, in fact, a crucial issue, since if too much care is
demanded from the student, this may turn out to be an
undesirable blockage to another more important factor, namely,
fluency. Perhaps, and even worse, if over-careful pronunciation
habits are developed, this will certainly cause difficulties for the
oral comprehension, as the students will expect to hear sounds,
words and utterances the way they personally produce them.
G.A. Chauvet. Improve Your Pronunciation. Brasília:
Editora Universidade de Brasília, 2005 (adapted).
Based on the previous text, judge the following item.
According to the text, excessive demands with regard to
pronunciation can inhibit fluency.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854087
Inglês
Texto associado
Whatever training is given there should always be a
permanent concern about the naturalness and spontaneity of
everyday speech rather than an artificial sound production for the
sake of preserving a “correct” pronunciation.
This is, in fact, a crucial issue, since if too much care is
demanded from the student, this may turn out to be an
undesirable blockage to another more important factor, namely,
fluency. Perhaps, and even worse, if over-careful pronunciation
habits are developed, this will certainly cause difficulties for the
oral comprehension, as the students will expect to hear sounds,
words and utterances the way they personally produce them.
G.A. Chauvet. Improve Your Pronunciation. Brasília:
Editora Universidade de Brasília, 2005 (adapted).
Based on the previous text, judge the following item.
In the fragment “as the students will expect to hear sounds,
words and utterances the way they personally produce them”
(second paragraph), the word “as” is a linking particle
expressing consequence.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854083
Inglês
Texto associado
Teachers sometimes assume that more outgoing learners
will be able to learn pronunciation better than shyer students, and
there may be some truth to this. Confident students might speak
more and be more willing to try new sounds, and this extra
practice could help them improve their pronunciation. However,
this improvement is certainly not guaranteed. Some outgoing
students may be producing a lot of language, but they may also
be jumping ahead without paying attention to the accuracy of
their pronunciation. If listeners are impressed by their fluency
and accept their imperfect pronunciation, they have no way to
know that they need to improve.
Some more introverted students might actually be
thinking carefully about sounds and practicing “within
themselves,” even if they don’t speak much in class. Don’t
underestimate the quiet students. Appreciate the strengths and
possibilities of all your students and encourage everyone. All
students can learn and improve in their own way.
Another aspect of personality that can affect pronunciation
is the degree to which a person is willing or able to change the
way they sound. Most of us have been speaking and listening to
language in the same, familiar way since we learned to talk. Our
voice and our pronunciation are a central part of the way we see
ourselves. It can be uncomfortable, and possibly even
frightening, to try out unfamiliar sounds and melodies of
language. For some people this process seems like a small bump
on the road, but for others, it’s a serious roadblock.
M.T. Yoshida. Beyond Repeat After Me: Teaching Pronunciation to
English Learners. Alexandria: TESOL Press, 2016 (adapted).
Based on the text above, judge the following item.
According to the text, speaking more, and thus practicing
more, does not necessarily lead to improvement.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854082
Inglês
Texto associado
Teachers sometimes assume that more outgoing learners
will be able to learn pronunciation better than shyer students, and
there may be some truth to this. Confident students might speak
more and be more willing to try new sounds, and this extra
practice could help them improve their pronunciation. However,
this improvement is certainly not guaranteed. Some outgoing
students may be producing a lot of language, but they may also
be jumping ahead without paying attention to the accuracy of
their pronunciation. If listeners are impressed by their fluency
and accept their imperfect pronunciation, they have no way to
know that they need to improve.
Some more introverted students might actually be
thinking carefully about sounds and practicing “within
themselves,” even if they don’t speak much in class. Don’t
underestimate the quiet students. Appreciate the strengths and
possibilities of all your students and encourage everyone. All
students can learn and improve in their own way.
Another aspect of personality that can affect pronunciation
is the degree to which a person is willing or able to change the
way they sound. Most of us have been speaking and listening to
language in the same, familiar way since we learned to talk. Our
voice and our pronunciation are a central part of the way we see
ourselves. It can be uncomfortable, and possibly even
frightening, to try out unfamiliar sounds and melodies of
language. For some people this process seems like a small bump
on the road, but for others, it’s a serious roadblock.
M.T. Yoshida. Beyond Repeat After Me: Teaching Pronunciation to
English Learners. Alexandria: TESOL Press, 2016 (adapted).
Based on the text above, judge the following item.
It can be inferred from the text that our identity is partly tied
to the way we speak.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854081
Inglês
Texto associado
Teachers sometimes assume that more outgoing learners
will be able to learn pronunciation better than shyer students, and
there may be some truth to this. Confident students might speak
more and be more willing to try new sounds, and this extra
practice could help them improve their pronunciation. However,
this improvement is certainly not guaranteed. Some outgoing
students may be producing a lot of language, but they may also
be jumping ahead without paying attention to the accuracy of
their pronunciation. If listeners are impressed by their fluency
and accept their imperfect pronunciation, they have no way to
know that they need to improve.
Some more introverted students might actually be
thinking carefully about sounds and practicing “within
themselves,” even if they don’t speak much in class. Don’t
underestimate the quiet students. Appreciate the strengths and
possibilities of all your students and encourage everyone. All
students can learn and improve in their own way.
Another aspect of personality that can affect pronunciation
is the degree to which a person is willing or able to change the
way they sound. Most of us have been speaking and listening to
language in the same, familiar way since we learned to talk. Our
voice and our pronunciation are a central part of the way we see
ourselves. It can be uncomfortable, and possibly even
frightening, to try out unfamiliar sounds and melodies of
language. For some people this process seems like a small bump
on the road, but for others, it’s a serious roadblock.
M.T. Yoshida. Beyond Repeat After Me: Teaching Pronunciation to
English Learners. Alexandria: TESOL Press, 2016 (adapted).
Based on the text above, judge the following item.
In the sentence “Most of us have been speaking and listening
to language in the same, familiar way since we learned to
talk” (third paragraph), the word “since” could be correctly
replaced with as long as.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854079
Inglês
Texto associado
The role of pronunciation in non-native language teaching
has been in a state of constant change. In the earlier approaches,
foreign language pronunciation was either the result of exposure
to the target language or of approaches which used complex sets
of drills and repetitions. As suggested, to a large extent, the
importance of pronunciation has always been determined by
ideology and intuition rather than by research. Teachers have
intuitively decided which features have the greatest effect on
clarity and which are learnable in a classroom setting. Saito
claims that while the morphological and syntactical levels of
languages are taught in contextualized meaningful exercises,
pronunciation practice is decontextualized due to the use of drills
and repetition.
Pronunciation is one of the aspects of language both
native and non-native teachers of English are not keen on
teaching, and a lack of adequate teacher training results in an
intuitive use of available materials and techniques. Setting
pedagogical goals must be based on knowledge of pronunciation
issues. Unqualified teachers may have misconceptions about
phonological phenomena, cannot evaluate or use teaching
materials accurately, and do not set realistic goals when teaching
pronunciation. Furthermore, even teaching materials do not
reflect the conclusions of current research, and they can be
perceived as boring; however, Baker argues that teachers who
complete a pronunciation course have, and apply, a wider range
of pronunciation activities in their classrooms.
H. Vančová. Current Issues in Pronunciation Teaching to Non-Native Learners of English.
In: Journal of Language and Cultural Education, Vol. 7, Issue 2, 2019 (adapted).
Based on the text above, judge the following item.
According to the first paragraph, when it comes to
pronunciation, foreign language teachers have relied more on
gut feelings than on scientific data.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854078
Inglês
Texto associado
The role of pronunciation in non-native language teaching
has been in a state of constant change. In the earlier approaches,
foreign language pronunciation was either the result of exposure
to the target language or of approaches which used complex sets
of drills and repetitions. As suggested, to a large extent, the
importance of pronunciation has always been determined by
ideology and intuition rather than by research. Teachers have
intuitively decided which features have the greatest effect on
clarity and which are learnable in a classroom setting. Saito
claims that while the morphological and syntactical levels of
languages are taught in contextualized meaningful exercises,
pronunciation practice is decontextualized due to the use of drills
and repetition.
Pronunciation is one of the aspects of language both
native and non-native teachers of English are not keen on
teaching, and a lack of adequate teacher training results in an
intuitive use of available materials and techniques. Setting
pedagogical goals must be based on knowledge of pronunciation
issues. Unqualified teachers may have misconceptions about
phonological phenomena, cannot evaluate or use teaching
materials accurately, and do not set realistic goals when teaching
pronunciation. Furthermore, even teaching materials do not
reflect the conclusions of current research, and they can be
perceived as boring; however, Baker argues that teachers who
complete a pronunciation course have, and apply, a wider range
of pronunciation activities in their classrooms.
H. Vančová. Current Issues in Pronunciation Teaching to Non-Native Learners of English.
In: Journal of Language and Cultural Education, Vol. 7, Issue 2, 2019 (adapted).
Based on the text above, judge the following item.
According to the text, foreign language teachers are unaware
of the current research on pronunciation.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854076
Inglês
Texto associado
The role of pronunciation in non-native language teaching
has been in a state of constant change. In the earlier approaches,
foreign language pronunciation was either the result of exposure
to the target language or of approaches which used complex sets
of drills and repetitions. As suggested, to a large extent, the
importance of pronunciation has always been determined by
ideology and intuition rather than by research. Teachers have
intuitively decided which features have the greatest effect on
clarity and which are learnable in a classroom setting. Saito
claims that while the morphological and syntactical levels of
languages are taught in contextualized meaningful exercises,
pronunciation practice is decontextualized due to the use of drills
and repetition.
Pronunciation is one of the aspects of language both
native and non-native teachers of English are not keen on
teaching, and a lack of adequate teacher training results in an
intuitive use of available materials and techniques. Setting
pedagogical goals must be based on knowledge of pronunciation
issues. Unqualified teachers may have misconceptions about
phonological phenomena, cannot evaluate or use teaching
materials accurately, and do not set realistic goals when teaching
pronunciation. Furthermore, even teaching materials do not
reflect the conclusions of current research, and they can be
perceived as boring; however, Baker argues that teachers who
complete a pronunciation course have, and apply, a wider range
of pronunciation activities in their classrooms.
H. Vančová. Current Issues in Pronunciation Teaching to Non-Native Learners of English.
In: Journal of Language and Cultural Education, Vol. 7, Issue 2, 2019 (adapted).
Based on the text above, judge the following item.
The expression “keen on” (first sentence of the second
paragraph) means skilled at.
Ano: 2021
Banca:
CESPE / CEBRASPE
Órgão:
SEDUC-AL
Prova:
CESPE / CEBRASPE - 2021 - SEDUC-AL - Professor - Inglês |
Q1854075
Inglês
Texto associado
The role of pronunciation in non-native language teaching
has been in a state of constant change. In the earlier approaches,
foreign language pronunciation was either the result of exposure
to the target language or of approaches which used complex sets
of drills and repetitions. As suggested, to a large extent, the
importance of pronunciation has always been determined by
ideology and intuition rather than by research. Teachers have
intuitively decided which features have the greatest effect on
clarity and which are learnable in a classroom setting. Saito
claims that while the morphological and syntactical levels of
languages are taught in contextualized meaningful exercises,
pronunciation practice is decontextualized due to the use of drills
and repetition.
Pronunciation is one of the aspects of language both
native and non-native teachers of English are not keen on
teaching, and a lack of adequate teacher training results in an
intuitive use of available materials and techniques. Setting
pedagogical goals must be based on knowledge of pronunciation
issues. Unqualified teachers may have misconceptions about
phonological phenomena, cannot evaluate or use teaching
materials accurately, and do not set realistic goals when teaching
pronunciation. Furthermore, even teaching materials do not
reflect the conclusions of current research, and they can be
perceived as boring; however, Baker argues that teachers who
complete a pronunciation course have, and apply, a wider range
of pronunciation activities in their classrooms.
H. Vančová. Current Issues in Pronunciation Teaching to Non-Native Learners of English.
In: Journal of Language and Cultural Education, Vol. 7, Issue 2, 2019 (adapted).
Based on the text above, judge the following item.
In “Unqualified teachers may have misconceptions about
phonological phenomena” (second paragraph), the word
“may” could be correctly replaced with might.
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