Questões Militares

Price Tag

Jessie J.

Seems like everybody’s got a price

I wonder how they sleep at night

When the sale comes first

And the truth comes second

Just stop for a minute and smile

Why is everybody so serious

Acting so damn mysterious

Got shades on your eyes

And your heels so high

That you can’t even have a good time

Everybody look to the left

Everybody look to the right

Can you feel that yeah

We’re paying with love tonight

It’s not about the money money money

We don’t need your money money money

We just wanna make the world dance

Forget about the price tag

Ain’t about the uh cha-ching cha-ching

Ain’t about the yeah b-bling b-bling

Wanna make the world dance

Forget about the price tag

https://www.letras.mus.br/jessie-j/1777864/ 

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   Innovation in the language teaching field in the late 1980s and 1990s has been stimulated by a special concern for the language learning process. New methods propose that language learning is best served when students are interacting – completing a task or learning content or resolving real-life issues – where linguistic structures are not taught one by one, but where attention to linguistic form is given as necessary. These views of language learning have been informed by research in second language acquisition. Also giving learning a special focus are methodological innovations of the late 1980s and 1990s. These include teaching learning strategies, using cooperative learning, and planning lessons in such a way that different intelligences are addressed.

(Larsen-Freeman, D. 2000)

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    By the end of the twentieth century English was already well on its way to becoming a genuine lingua franca. Just as in the Middle Ages Latin became for a time a language of international communication, so English is now commonly used in exchanges between, say, Japanese and Argentinian business people or between Singaporeans and their Vietnamese counterparts.

    A number of researchers have studied lingua franca conversations and have noted a number of somewhat surprising characteristics, including:

     • Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).

    • Large use of certain verbs of high semantic generality, such as do, have, make, put, take.     

    • Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).

    The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.

(Jeremy Harmer. The practice of English language teaching. Adaptado)

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