Questões Militares
Sobre gestão de equipamentos e de unidades operacionais em gestão de saúde e administração hospitalar
Foram encontradas 145.381 questões
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Neonatologia |
Q4189472
Medicina
A respeito do teste do coraçãozinho, assinale a alternativa correta.
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Neonatologia |
Q4189471
Medicina
Ainda que nem todas elas sejam palpáveis, quantas
fontanelas tem um recém-nascido normal?
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189450
Inglês
Read the quotation by Frantz Fanon (1952), in Pennycook
(2017), to answer the question:
“To speak means to be in a position to use a certain syntax, to grasp the morphology of this or that language, but it means above all to assume a culture, to support the weight of a civilization”.
(Pennycook, A., The cultural politics of English as an international language, 2017)
Para o autor,
“To speak means to be in a position to use a certain syntax, to grasp the morphology of this or that language, but it means above all to assume a culture, to support the weight of a civilization”.
(Pennycook, A., The cultural politics of English as an international language, 2017)
Para o autor,
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189449
Inglês
Texto associado
Leia o texto a seguir de Dias e Turbi sobre the two multis e
responda à questão:
English school textbooks have a long tradition in the
Brazilian public sector of education. Most often they are the
only pedagogical resources in an English classroom. English
public school textbooks are submitted to a National Program
for evaluation and this educational policy has had positive
impacts on these materials. This article analyzes one of the
units of a textbook series for teens that was approved in 2020.
Our analysis focuses on the two “multis”, the multiliteracies
pedagogy and the combined effects of the use of different
media (multimodality), which aims to encourage the active
role today’s learners play in learning. We also highlight some
alternatives for improvements and give some suggestions for
English teachers. The documentary research method within
the qualitative paradigm supports our analysis. Our results
show that the unit follows the principles of the two “multis” and
the cycle of knowledge processes, although its pedagogical
design can be improved. Our analysis also reveals that much
has yet to be done if we consider the responsibility students
must assume when learning.
(Dias, R., Turbi, A.E.F., The two “multis” and the multiliteracies pedagogy:
“shaking hands” in the Brazilian English public education for teens, 2021.
Adaptado)
The extract from the text “… one of the units of a textbook
series for teens that was approved in 2020” is a noun
phrase, whose nucleus is
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189448
Inglês
Texto associado
Leia o texto a seguir de Dias e Turbi sobre the two multis e
responda à questão:
English school textbooks have a long tradition in the
Brazilian public sector of education. Most often they are the
only pedagogical resources in an English classroom. English
public school textbooks are submitted to a National Program
for evaluation and this educational policy has had positive
impacts on these materials. This article analyzes one of the
units of a textbook series for teens that was approved in 2020.
Our analysis focuses on the two “multis”, the multiliteracies
pedagogy and the combined effects of the use of different
media (multimodality), which aims to encourage the active
role today’s learners play in learning. We also highlight some
alternatives for improvements and give some suggestions for
English teachers. The documentary research method within
the qualitative paradigm supports our analysis. Our results
show that the unit follows the principles of the two “multis” and
the cycle of knowledge processes, although its pedagogical
design can be improved. Our analysis also reveals that much
has yet to be done if we consider the responsibility students
must assume when learning.
(Dias, R., Turbi, A.E.F., The two “multis” and the multiliteracies pedagogy:
“shaking hands” in the Brazilian English public education for teens, 2021.
Adaptado)
In the text, the authors refer to the analysis of textbooks
for public schools by the National Program as
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189447
Inglês
Texto associado
Leia o texto a seguir de Dias e Turbi sobre the two multis e
responda à questão:
English school textbooks have a long tradition in the
Brazilian public sector of education. Most often they are the
only pedagogical resources in an English classroom. English
public school textbooks are submitted to a National Program
for evaluation and this educational policy has had positive
impacts on these materials. This article analyzes one of the
units of a textbook series for teens that was approved in 2020.
Our analysis focuses on the two “multis”, the multiliteracies
pedagogy and the combined effects of the use of different
media (multimodality), which aims to encourage the active
role today’s learners play in learning. We also highlight some
alternatives for improvements and give some suggestions for
English teachers. The documentary research method within
the qualitative paradigm supports our analysis. Our results
show that the unit follows the principles of the two “multis” and
the cycle of knowledge processes, although its pedagogical
design can be improved. Our analysis also reveals that much
has yet to be done if we consider the responsibility students
must assume when learning.
(Dias, R., Turbi, A.E.F., The two “multis” and the multiliteracies pedagogy:
“shaking hands” in the Brazilian English public education for teens, 2021.
Adaptado)
In the fragment “Our results show that the unit follows the
principles of the two “multis” and the cycle of knowledge
processes, although its pedagogical design can be
improved. Our analysis also reveals that much has yet to
be done if we consider the responsibility students must
assume when learning”, the highlighted verbs indicate,
respectively:
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189446
Pedagogia
Texto associado
Leia o texto a seguir de Dias e Turbi sobre the two multis e
responda à questão:
English school textbooks have a long tradition in the
Brazilian public sector of education. Most often they are the
only pedagogical resources in an English classroom. English
public school textbooks are submitted to a National Program
for evaluation and this educational policy has had positive
impacts on these materials. This article analyzes one of the
units of a textbook series for teens that was approved in 2020.
Our analysis focuses on the two “multis”, the multiliteracies
pedagogy and the combined effects of the use of different
media (multimodality), which aims to encourage the active
role today’s learners play in learning. We also highlight some
alternatives for improvements and give some suggestions for
English teachers. The documentary research method within
the qualitative paradigm supports our analysis. Our results
show that the unit follows the principles of the two “multis” and
the cycle of knowledge processes, although its pedagogical
design can be improved. Our analysis also reveals that much
has yet to be done if we consider the responsibility students
must assume when learning.
(Dias, R., Turbi, A.E.F., The two “multis” and the multiliteracies pedagogy:
“shaking hands” in the Brazilian English public education for teens, 2021.
Adaptado)
Um professor decide usar esse texto autêntico com seus
alunos. Solicita que o mais rapidamente possível identifiquem os dois “multis” aos quais o texto se refere. Ao oferecer tal instrução, o professor estará contribuindo para
o desenvolvimento da estratégia de leitura denominada
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189445
Inglês
Texto associado
Leia o texto a seguir de Dias e Turbi sobre the two multis e
responda à questão:
English school textbooks have a long tradition in the
Brazilian public sector of education. Most often they are the
only pedagogical resources in an English classroom. English
public school textbooks are submitted to a National Program
for evaluation and this educational policy has had positive
impacts on these materials. This article analyzes one of the
units of a textbook series for teens that was approved in 2020.
Our analysis focuses on the two “multis”, the multiliteracies
pedagogy and the combined effects of the use of different
media (multimodality), which aims to encourage the active
role today’s learners play in learning. We also highlight some
alternatives for improvements and give some suggestions for
English teachers. The documentary research method within
the qualitative paradigm supports our analysis. Our results
show that the unit follows the principles of the two “multis” and
the cycle of knowledge processes, although its pedagogical
design can be improved. Our analysis also reveals that much
has yet to be done if we consider the responsibility students
must assume when learning.
(Dias, R., Turbi, A.E.F., The two “multis” and the multiliteracies pedagogy:
“shaking hands” in the Brazilian English public education for teens, 2021.
Adaptado)
The text has characteristics consistent with
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189444
Linguística
Texto associado
Leia os textos a seguir para responder à questão:
Do certain people actually have a “knack” for learning
foreign languages? Anecdotal evidence would suggest that
some people are indeed able to learn languages faster and
more efficiently than others. One way of looking at such
aptitude is the identification of characteristics of successful
language learners. Risk-taking behavior, memory efficiency,
intelligent guessing, willingness to communicate, low anxiety,
and ambiguity tolerance are but a few of the many variables
that have been cited
(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)
Historically, research on language aptitude has been a
roller-coaster ride. John Carroll’s (Carroll & Sapon, 1959)
pioneering work on aptitude, embodied in the Modern
Language Aptitude Test (MLAT), began the quest. The
MLAT asserted the predictability of number learning, sound
discrimination, pattern discernment, and memorization
for future success in a foreign language. This test, and
some others, were used for some time in such contexts
as Peace Corps volunteer training programs and military
communications courses to help predict successful language
learners.
(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)
Use information from syntax and semantics and mark the
alternative that has only one possible interpretation in the
given context.
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189443
Inglês
Texto associado
Leia os textos a seguir para responder à questão:
Do certain people actually have a “knack” for learning
foreign languages? Anecdotal evidence would suggest that
some people are indeed able to learn languages faster and
more efficiently than others. One way of looking at such
aptitude is the identification of characteristics of successful
language learners. Risk-taking behavior, memory efficiency,
intelligent guessing, willingness to communicate, low anxiety,
and ambiguity tolerance are but a few of the many variables
that have been cited
(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)
Historically, research on language aptitude has been a
roller-coaster ride. John Carroll’s (Carroll & Sapon, 1959)
pioneering work on aptitude, embodied in the Modern
Language Aptitude Test (MLAT), began the quest. The
MLAT asserted the predictability of number learning, sound
discrimination, pattern discernment, and memorization
for future success in a foreign language. This test, and
some others, were used for some time in such contexts
as Peace Corps volunteer training programs and military
communications courses to help predict successful language
learners.
(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)
The word “knack”, used within inverted commas in the
question that opens the first paragraph, means
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189442
Inglês
Texto associado
Leia os textos a seguir para responder à questão:
Do certain people actually have a “knack” for learning
foreign languages? Anecdotal evidence would suggest that
some people are indeed able to learn languages faster and
more efficiently than others. One way of looking at such
aptitude is the identification of characteristics of successful
language learners. Risk-taking behavior, memory efficiency,
intelligent guessing, willingness to communicate, low anxiety,
and ambiguity tolerance are but a few of the many variables
that have been cited
(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)
Historically, research on language aptitude has been a
roller-coaster ride. John Carroll’s (Carroll & Sapon, 1959)
pioneering work on aptitude, embodied in the Modern
Language Aptitude Test (MLAT), began the quest. The
MLAT asserted the predictability of number learning, sound
discrimination, pattern discernment, and memorization
for future success in a foreign language. This test, and
some others, were used for some time in such contexts
as Peace Corps volunteer training programs and military
communications courses to help predict successful language
learners.
(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)
Check the alternative in which the highlighted word
functions as a true cognate.
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189441
Inglês
Texto associado
Leia os textos a seguir para responder à questão:
Do certain people actually have a “knack” for learning
foreign languages? Anecdotal evidence would suggest that
some people are indeed able to learn languages faster and
more efficiently than others. One way of looking at such
aptitude is the identification of characteristics of successful
language learners. Risk-taking behavior, memory efficiency,
intelligent guessing, willingness to communicate, low anxiety,
and ambiguity tolerance are but a few of the many variables
that have been cited
(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)
Historically, research on language aptitude has been a
roller-coaster ride. John Carroll’s (Carroll & Sapon, 1959)
pioneering work on aptitude, embodied in the Modern
Language Aptitude Test (MLAT), began the quest. The
MLAT asserted the predictability of number learning, sound
discrimination, pattern discernment, and memorization
for future success in a foreign language. This test, and
some others, were used for some time in such contexts
as Peace Corps volunteer training programs and military
communications courses to help predict successful language
learners.
(Brown, H.D., Principles of Language Learning and Teaching, 2014. Adaptado)
To rewrite the opening question in the text “Do some
people actually have a ‘knack’ for learning foreign
languages?” in indirect speech, select the option that
correctly completes the main sentence “We want to
know
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189440
Pedagogia
Texto associado
Leia o texto a seguir para responder à questão:
According to Savignon and Sysoyev (2005), “cultures
are never static” (p. 36). Certainly, there are aspects
of culture that do not change or change at a slower rate,
such as values, norms, and historical heritage (Savignon &
Sysoyev, 2005), but teachers need “to recognize the limits
of this static nature and keep in mind that culture, as well as
language, is constantly changing, it is in flux (Lange, 1999).
The dynamic nature of culture brings a number of challenges
and concerns for teachers trying to choose relevant teaching
materials and activities (Savignon & Sysoyev, 2005). While
culture is often depicted as static in textbooks, the digital
media, authentic products and texts provide a more dynamic
environment.
Foreign language instructors are beginning to incorporate
more movies in the FL classroom as “an accessible
window” (Bueno, 2009, p. 319) to the target culture through
“combined effects of images, sounds, camera, plots and
dialogue” (Stephens, 2001, p. 2). The teachers’ major task
is to bring both language and culture into students’ social
reality (Lange, 1999), in order to make sure that they do not
possess incomplete or outdated knowledge about the target
language and its culture.
(Dema, O., Mueller, A. J., Teaching culture in the 21st century
language classroom, 2012. Adaptado)
The stretch from the second paragraph “… through
‘combined effects of images, sounds, camera, plots and
dialogue’…” represents a teaching and communication
approach consistent with
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189439
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
According to Savignon and Sysoyev (2005), “cultures
are never static” (p. 36). Certainly, there are aspects
of culture that do not change or change at a slower rate,
such as values, norms, and historical heritage (Savignon &
Sysoyev, 2005), but teachers need “to recognize the limits
of this static nature and keep in mind that culture, as well as
language, is constantly changing, it is in flux (Lange, 1999).
The dynamic nature of culture brings a number of challenges
and concerns for teachers trying to choose relevant teaching
materials and activities (Savignon & Sysoyev, 2005). While
culture is often depicted as static in textbooks, the digital
media, authentic products and texts provide a more dynamic
environment.
Foreign language instructors are beginning to incorporate
more movies in the FL classroom as “an accessible
window” (Bueno, 2009, p. 319) to the target culture through
“combined effects of images, sounds, camera, plots and
dialogue” (Stephens, 2001, p. 2). The teachers’ major task
is to bring both language and culture into students’ social
reality (Lange, 1999), in order to make sure that they do not
possess incomplete or outdated knowledge about the target
language and its culture.
(Dema, O., Mueller, A. J., Teaching culture in the 21st century
language classroom, 2012. Adaptado)
The verb in the fragment “While culture is often depicted
as static in textbooks” (paragraph 2) is in the passive
voice. However, not all English verbs – or verb tenses –
can take a passive. The alternative in which the sentence
can be correctly rewritten in the passive voice is:
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189438
Pedagogia
Texto associado
Leia o texto a seguir para responder à questão:
According to Savignon and Sysoyev (2005), “cultures
are never static” (p. 36). Certainly, there are aspects
of culture that do not change or change at a slower rate,
such as values, norms, and historical heritage (Savignon &
Sysoyev, 2005), but teachers need “to recognize the limits
of this static nature and keep in mind that culture, as well as
language, is constantly changing, it is in flux (Lange, 1999).
The dynamic nature of culture brings a number of challenges
and concerns for teachers trying to choose relevant teaching
materials and activities (Savignon & Sysoyev, 2005). While
culture is often depicted as static in textbooks, the digital
media, authentic products and texts provide a more dynamic
environment.
Foreign language instructors are beginning to incorporate
more movies in the FL classroom as “an accessible
window” (Bueno, 2009, p. 319) to the target culture through
“combined effects of images, sounds, camera, plots and
dialogue” (Stephens, 2001, p. 2). The teachers’ major task
is to bring both language and culture into students’ social
reality (Lange, 1999), in order to make sure that they do not
possess incomplete or outdated knowledge about the target
language and its culture.
(Dema, O., Mueller, A. J., Teaching culture in the 21st century
language classroom, 2012. Adaptado)
Um determinado professor compreende a reflexão levantada no texto e decide propor aos seus alunos uma tarefa em que três tipos de conhecimento sejam solicitados:
da língua inglesa, de aspectos culturais dos países que
falam a língua e de recursos disponíveis em meios digitais.
A alternativa descrevendo uma tarefa que contempla o
desenvolvimento e uso desses três conhecimentos é:
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189437
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
According to Savignon and Sysoyev (2005), “cultures
are never static” (p. 36). Certainly, there are aspects
of culture that do not change or change at a slower rate,
such as values, norms, and historical heritage (Savignon &
Sysoyev, 2005), but teachers need “to recognize the limits
of this static nature and keep in mind that culture, as well as
language, is constantly changing, it is in flux (Lange, 1999).
The dynamic nature of culture brings a number of challenges
and concerns for teachers trying to choose relevant teaching
materials and activities (Savignon & Sysoyev, 2005). While
culture is often depicted as static in textbooks, the digital
media, authentic products and texts provide a more dynamic
environment.
Foreign language instructors are beginning to incorporate
more movies in the FL classroom as “an accessible
window” (Bueno, 2009, p. 319) to the target culture through
“combined effects of images, sounds, camera, plots and
dialogue” (Stephens, 2001, p. 2). The teachers’ major task
is to bring both language and culture into students’ social
reality (Lange, 1999), in order to make sure that they do not
possess incomplete or outdated knowledge about the target
language and its culture.
(Dema, O., Mueller, A. J., Teaching culture in the 21st century
language classroom, 2012. Adaptado)
According to the first paragraph,
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189436
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Knowledge of a language enables you to combine sounds
to form words, words to form phrases, and phrases to form
sentences. You cannot buy a dictionary or phrase book of
any language with all the sentences of the language. No
dictionary can list all the possible sentences, because the
number of sentences in a language is infinite. Knowing a
language means being able to produce and understand new
sentences never spoken before. This is the creative aspect
of language. Not every speaker can create great literature, but
everybody who knows a language can create and understand
new sentences.
This creative aspect of language is quite easy to illustrate.
If for every sentence in the language a longer sentence can
be formed, then there is no limit to the number of sentences.
If you know English, you have the knowledge to add any
number of adjectives as modifiers to a noun and to form
sentences with indefinite numbers of clauses.
All human languages permit their speakers to increase the
length and complexity of sentences in these ways; creativity is
a universal property of human language.
Our knowledge of language not only allows us to
produce and understand an infinite number of well-formed
(even if silly and illogical) sentences, but also permits us
to distinguish well-formed (grammatical) sentences from
ill-formed (ungrammatical) sentences – or non-sentences.
(Fromkin, Rodman and Hyams, An Introduction to Language, 2013. Adaptado)
A teacher is discussing aspects of knowledge of the
language and creativity, and also introduces the
concept of sentences (grammatically well-formed) and
non-sentences (grammatically ill-formed) discussed by
Fromkin, Rodman and Hyams. Students are asked to
get in groups and discuss the 5 following sentences
to decide which one, among them, can be considered
a non-sentence according to the authors’ view.
Based on this context, select the option that presents
a non-sentence.
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189435
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Knowledge of a language enables you to combine sounds
to form words, words to form phrases, and phrases to form
sentences. You cannot buy a dictionary or phrase book of
any language with all the sentences of the language. No
dictionary can list all the possible sentences, because the
number of sentences in a language is infinite. Knowing a
language means being able to produce and understand new
sentences never spoken before. This is the creative aspect
of language. Not every speaker can create great literature, but
everybody who knows a language can create and understand
new sentences.
This creative aspect of language is quite easy to illustrate.
If for every sentence in the language a longer sentence can
be formed, then there is no limit to the number of sentences.
If you know English, you have the knowledge to add any
number of adjectives as modifiers to a noun and to form
sentences with indefinite numbers of clauses.
All human languages permit their speakers to increase the
length and complexity of sentences in these ways; creativity is
a universal property of human language.
Our knowledge of language not only allows us to
produce and understand an infinite number of well-formed
(even if silly and illogical) sentences, but also permits us
to distinguish well-formed (grammatical) sentences from
ill-formed (ungrammatical) sentences – or non-sentences.
(Fromkin, Rodman and Hyams, An Introduction to Language, 2013. Adaptado)
The sentence in the fourth paragraph displays one
correct use of paired conjunctions.
The alternative in which the paired conjunctions help form a grammatically correct sentence is:
The alternative in which the paired conjunctions help form a grammatically correct sentence is:
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189434
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Knowledge of a language enables you to combine sounds
to form words, words to form phrases, and phrases to form
sentences. You cannot buy a dictionary or phrase book of
any language with all the sentences of the language. No
dictionary can list all the possible sentences, because the
number of sentences in a language is infinite. Knowing a
language means being able to produce and understand new
sentences never spoken before. This is the creative aspect
of language. Not every speaker can create great literature, but
everybody who knows a language can create and understand
new sentences.
This creative aspect of language is quite easy to illustrate.
If for every sentence in the language a longer sentence can
be formed, then there is no limit to the number of sentences.
If you know English, you have the knowledge to add any
number of adjectives as modifiers to a noun and to form
sentences with indefinite numbers of clauses.
All human languages permit their speakers to increase the
length and complexity of sentences in these ways; creativity is
a universal property of human language.
Our knowledge of language not only allows us to
produce and understand an infinite number of well-formed
(even if silly and illogical) sentences, but also permits us
to distinguish well-formed (grammatical) sentences from
ill-formed (ungrammatical) sentences – or non-sentences.
(Fromkin, Rodman and Hyams, An Introduction to Language, 2013. Adaptado)
O conectivo que pode ser usado para relacionar as
duas sentenças do terceiro parágrafo sem corromper o
significado é
Ano: 2026
Banca:
VUNESP
Órgão:
EsFCEx
Prova:
VUNESP - 2026 - EsFCEx - Oficial - Especialidade: Magistério em Inglês |
Q4189433
Inglês
Texto associado
Leia o texto a seguir para responder à questão:
Knowledge of a language enables you to combine sounds
to form words, words to form phrases, and phrases to form
sentences. You cannot buy a dictionary or phrase book of
any language with all the sentences of the language. No
dictionary can list all the possible sentences, because the
number of sentences in a language is infinite. Knowing a
language means being able to produce and understand new
sentences never spoken before. This is the creative aspect
of language. Not every speaker can create great literature, but
everybody who knows a language can create and understand
new sentences.
This creative aspect of language is quite easy to illustrate.
If for every sentence in the language a longer sentence can
be formed, then there is no limit to the number of sentences.
If you know English, you have the knowledge to add any
number of adjectives as modifiers to a noun and to form
sentences with indefinite numbers of clauses.
All human languages permit their speakers to increase the
length and complexity of sentences in these ways; creativity is
a universal property of human language.
Our knowledge of language not only allows us to
produce and understand an infinite number of well-formed
(even if silly and illogical) sentences, but also permits us
to distinguish well-formed (grammatical) sentences from
ill-formed (ungrammatical) sentences – or non-sentences.
(Fromkin, Rodman and Hyams, An Introduction to Language, 2013. Adaptado)
No final do primeiro parágrafo, o trecho “everybody who
knows a language” contém um pronome relativo que não
pode ser suprimido sem prejuízo da gramaticalidade da
frase. Da mesma forma, não pode ser omitido o pronome
relativo em:
Conheça nossos planos