Questões de Concurso Sobre análise sintática | syntax parsing em inglês

Leia o texto a seguir para responder a questão.

Learning and Teaching

    What is learning and what is teaching and how do they interact? Consider again some traditional definitions. A search in contemporary dictionaries reveals that learning is “acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction.” A more specialized definition might read as follows: “Learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice” (Kimble and Garmezy 1963:133). Similarly, teaching, which is implied in the first definition of learning, may be defined as “showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand.” How awkward these definitions are! Isn’t it rather curious that learned lexicographers cannot devise more precise scientific definitions? More than perhaps anything else, such definitions reflect the difficulty of defining complex concepts like learning and teaching.

    These concepts can also give way to a number of subfields within the discipline of psychology: acquisition processes, perception memory (storage) systems, recall, conscious and subconscious learning, learning styles and strategies, theories of forgetting, reinforcement, the role of practice. Very quickly the concept of learning becomes every bit as complex as the concept of language. Yet the second language learner brings all these and more variables into play in the learning of a second language.

    Teaching cannot be defined apart from learning. Nathan Gage (1964:269) noted that “to satisfy the practical demands of education, theories of learning must be ‘stood on their head’ so as to yield theories of teaching.” Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Your understanding of how the learner learns will determine your philosophy of education, your teaching style, your approach, methods, and classroom techniques. If, like B. F. Skinner, you look at learning as a process of operant conditioning through a carefully paced program of reinforcement, you will teach accordingly. If you view second language learning basically as a deductive rather than an inductive process, you will probably choose to present copious rules and paradigms to your students rather than let them “discover” those rules inductively. An extended definition—or theory—of teaching will spell out governing principles for choosing certain methods and techniques. A theory of teaching, in harmony with your integrated understanding of the learner and of the subject matter to be learned, will point the way to successful procedures on a given day for given learners under the various constraints of the particular context of learning.

(Principles of language learning and teaching, H. Douglas Brown. Adaptado)

Text III

Here are some of the conclusions of a study conducted by The British Council to examine the policy, perceptions and influencing factors of English in Brazil:

[…] Brazil does not have a policy that focuses solely on teaching and learning English. The National Education Guidelines identify English as one of many foreign languages offered to students in primary and secondary education. Various English language learning initiatives have emerged at the federal, state and municipal levels however many English initiatives have limited success due to unbalanced curriculums, limited class time, teachers lacking the linguistic and pedagogical knowledge to effectively guide students, and minimal resources.[…]

Those working in internationalised industries, especially in management roles, do need English for employment though they may use it sparingly. As FDI ("Foreign Direct Investment") and interaction with other countries grow, especially in localised sectors, the demand for English as a medium of communication will increase. Currently, Brazil‘s average level of education and lack of English are perceived by some as detrimental to its economic growth and investment.[…] 

Perceptions of English language use are changing. Younger generations are more open to English and link it less to a political agenda and more with personal growth and opportunity. Although there seem to be deeply-rooted ideological barriers at a national level to prioritise English over other languages, at an individual level, the language is gaining increased value and influence.

(Source: British Council Education Intelligence. (2015). English in Brazil: An examination of policy, perceptions and

influencing factors. Retrieved and adapted from https://ei.britishcouncil.org/sites/default/files/latin-americaresearch/English%20in%20Brazil.pdf.)

TEXT 5:

Texto 04

Gottman, John. The Relationship Cure. New York: Three Rivers Press.

                                    Strengthening Relationships at Work

There is a number of things managers can do to strengthen relationships with workers. Strengthening connections with workers can lead to a win-win situation, in that workers may feel respected and valued, and can become much more engaged and productive in their work. And, managers may find that it is much easier to deal with a worker’s negative emotions or psychological health struggles when the foundation of their relationship with the worker is strong.

We can effectively build connections with workers by verbally or nonverbally seeking contact with them (i.e., making what psychologist Dr. John Gottman calls “connection bids”). A connection bid is an attempt to create connections between two people, and is essential for building, maintaining and improving relationships. A connection bid can be anything that we do to seek contact with another person:

- Asking for information: e.g., asking a worker how to solve a work problem. “Would you mind helping me with interpreting this spreadsheet? I’m struggling to get my head around the numbers.”

- Showing interest: e.g., asking workers about their hobbies or recent holidays. “Have you been doing any hiking lately?”

- Expressing affirmation and approval: e.g., complimenting a worker on his latest accomplishment. “Your presentation yesterday was excellent!”

- Expressing caring or support: e.g., demonstrating concern about a worker’s health condition. “Your cough sounds awful. You should think about going home to recover.”

- Offering assistance: e.g., offering support to a worker who is overloaded with tasks. “Would you like me to ask Jocelyn to help you with that project?”

- Making a humorous comment: e.g., lighthearted joking with a worker about a mistake you made. “Sometimes the hurrier I go, the behinder I get!”

- Sending non-verbal signals: e.g., a smile, a wink, a wave, a pat on the back or a thumbs up.

[…]

The way we respond to workers has a sizable impact on the nature of the relationships that result. If we repeatedly turn against or turn away from workers, they may eventually stop reaching out. On the contrary, if we turn toward a person as often as we can, the relationship can be strengthened and become more positive and supportive.

                       (Disponível em: www.workplacestrategiesformentalhealth.com/mmhm)

Texto 01

Going Mobile, Going Further!

By Anderson Francisco Guimarães Maia – October 28, 2016

So what happens to “learning” if we add the word “mobile” to it? The increasing and rapidly developing use of mobile technology by English language learners is an unquestionable aspect of today’s classroom. However, the attitude EFL teachers develop towards the use of mobile devices as an aid for language teaching varies greatly.

The unique benefits of mobile learning for EFL teachers include the ability to bridge formal and informal learning, which for language learners may be realized through supplementary out-of-classroom practice, translation support when communicating with target language speakers and the capture of difficulties and discoveries which can be instantly shared as well as being brought back into the classroom. Mobile learning can deliver, supplement and extend formal language learning; or it can be the primary way for learners to explore a target language informally and direct their own development through immediacy of encounter and challenge within a social setting. We still miss sufficient explicit connection between these two modes of learning, one of which is mainly formal and the other informal. Consequently, there are missed opportunities in terms of mutual benefit: formal education remains somewhat detached from rapid socio-technological change, and informal learning is frequently sidelined or ignored when it could be used as a resource and a way to discover more about evolving personal and social motivations for learning.

One example of how mobile devices can bridge formal and informal learning is through instantmessaging applications. Both synchronous and asynchronous activities can be developed for language practice outside the classroom. For example, in a discussion group on Whatsapp, students can discuss short videos, practice vocabulary with picture collages, share recent news, create captions and punch lines for memes, and take turns to create a multimodal story. Teachers can also create applications specifically to practice new vocabulary and grammar to support classroom learning.

Digital and mobile media are changing and extending language use to new environments as well as creating opportunities to learn in different ways. Mobile technology enables us to get physically closer to social contexts of language use which will ultimately influence the ways that language is used and learned. Therefore, let us incorporate mobile learning into our EFL lessons and literally “have the world in our hands”.

        (Disponível em http://www.richmondshare.com.br/going-mobile-going-further/)

TEXT I

Critical Literacy, EFL and Citizenship

We believe that a sense of active citizenship needs to be developed and schools have an important role in the process. If we agree that language is discourse, and that it is in discourse that we construct our meanings, then we may perceive the foreign language classrooms in our schools as an ideal space for discussing the procedures for ascribing meanings to the world. In a foreign language we learn different interpretive procedures, different ways to understand the world. If our foreign language teaching happens in a critical literacy perspective, then we also learn that such different ways to interpret reality are legitimized and valued according to socially and historically constructed criteria that can be collectively reproduced and accepted or questioned and changed. Hence our view of the EFL classroom, at least in Brazil, as an ideal space for the development of citizenship: the EFL classrooms can adopt a critical discursive view of reality that helps students see claims to truth as arbitrary, and power as a transitory force which, although being always present, is also in permanent change, in a movement that constantly allows for radical transformation. The EFL classroom can thus raise students’ perception of their role in the transformation of society, once it might provide them with a space where they are able to challenge their own views, to question where different perspectives (including those allegedly present in the texts) come from and where they lead to. By questioning their assumptions and those perceived in the texts, and in doing so also broadening their views, we claim students will be able to see themselves as critical subjects, capable of acting upon the world.

[…] 

We believe that there is nothing wrong with using the mother tongue in the foreign language classroom, since strictly speaking, the mother tongue is also foreign - it’s not “mine”, but “my mother’s”: it was therefore foreign as I first learned it and while I was learning to use its interpretive procedures. When using critical literacy in the teaching of foreign languages we assume that a great part of the discussions proposed in the FL class may happen in the mother tongue. Such discussions will bring meaning to the classroom, moving away from the notion that only simple ideas can be dealt with in the FL lesson because of the students’ lack of proficiency to produce deeper meanings and thoughts in the FL. Since the stress involved in trying to understand a foreign language is eased, students will be able to bring their “real” world to their English lessons and, by so doing, discussions in the mother tongue will help students learn English as a social practice of meaning-making.

(Source: Adapted from JORDÃO, C. M. & FOGAÇA, F. C. Critical Literacy in The English Language Classroom. DELTA, vol. 28, no 1, São Paulo, p. 69-84, 2012. Retrieved from http://www.scielo.br/pdf/delta/v28n1a04.pdf). 

Instrução: A questão refere-se ao texto abaixo.

ADAPTED FROM: Zittrain, Jonathan. Mark Zuckerberg Can Still Fix This Mess. https://www.nytimes.com/2018/04/07/opinion/sunday/zuckerberg-facebook-privacy-congress.html Acesso :25/04/2018

Text 3

The Assistants, by Camille Perri

Chapter 1

In less than a second I was at his desk, notepad in hand. Behind me a wall of flat-screens flashed the news being broadcast by Titan and its so-called competitors. Robert had the uncanny ability to devote a small portion of his gaze to each screen simultaneously. In all he owned nine satellite television networks, one hundred seventy-five newspapers, one hundred cable channels, forty book imprints, forty television stations, and one movie studio. His total audience reached around 4.7 billion people, which came out to around three-fourths of the population of the entire globe. But the news was his baby. He was never not watching it, analyzing it, shaping it. That’s why he situated his office at Titan News headquarters, where he could keep close watch not only on his wall of flat-screens but also on his journalists. A man as powerful as Robert could have hidden himself anywhere, pulling at the strings of the world from a lounge chair in the Seychelles, unseen by his employees—but he needed to be here at the center of it all, at the hub.

Our office didn’t look like a newsroom that you’d imagine from movies or TV drama series. The floors below ours were more like that—the broadcast, print media, and digital newsrooms, each of which could have easily passed for something out of The Matrix. And there was an entire floor of flashy studios used for our non-stop news coverage and thrill-a-minute opinion shows. But our office on the fortieth floor was far less exciting, just row after row of desks and cubicles. Still, we were the brain of the whole operation, the source from which all orders trickled down. Titan’s chief editors and all of Robert’s most trusted deputies had desks on our floor so Robert could pull them into impromptus with the business leaders and celebrities he met with— and so he could foster relationships between them and the political-party representatives (yes, from both parties) who came to lobby him. I guess what I’m trying to say is, what the fortieth floor lacked in flash it made up for in influence.

(Taken from http://www.penguinrandomhouse.com/books/317172/the-assistants-by-perri-camille/9780399172540/)