Questões de Concurso Militar EsFCEx 2026 para Oficial - Especialidade: Magistério em Inglês
Foram encontradas 50 questões
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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,
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