Questões de Concurso Sobre aspectos linguísticos | linguistic aspects em inglês

In writing, what is the term for the deliberate repetition of a word or phrase at the beginning of successive clauses or sentences?

What is the term for a literary device in which a character's thoughts are presented in a continuous and uninterrupted stream, without any apparent structure or coherence?

"When two vowels go walking, the first one does the talking." - Unknown
Which phonological rule is demonstrated in this quote?

Accents aside, English has general pronunciation rules. The final “s” in plural nouns can be pronounced as /s/, /z/, or /ɪz/, like in the words books, keys, and pieces. Relate Column 1 to Column 2, associating the sound represented by the final “s” with the respective words.
Column 1 1. /s/ 2. /z/ 3. /ɪz/
Column 2
( ) Calendars ( ) Bosses. ( ) Tasks
The correct order of filling the parentheses, from top to bottom, is:

Communication involves not only knowing the context and interlocutors but also having knowledge of the linguistic resources available to achieve specific communicative purposes. Linguistic or systemic knowledge refers to the understanding of how language works, including its structure, grammar, vocabulary, and discourse. It involves knowing how to use different types of language in different contexts, such as formal and informal, spoken and written, and different genres, such as narrative, descriptive, and argumentative. Linguistic knowledge also includes an understanding of the relationship between language and meaning, including figurative language, metaphors, and idioms. In short, having linguistic knowledge is an essential aspect of successful communication in any language.

Which of the following is NOT part of linguistic or systemic knowledge? 

In the English language, coherence and cohesion are essential for effective communication. What are the main elements that contribute to coherence and cohesion, and how do they relate to each other in terms of linguistic structure? 

"The communicative approach to language teaching emphasizes the importance of using language for communication in authentic situations. It focuses on developing learners' communicative competence through the integration of language skills such as speaking, listening, reading and writing." 
A abordagem comunicativa para o ensino de línguas enfatiza a importância de usar a língua para comunicação em situações autênticas. Em que consiste a abordagem comunicativa? 

Which pair of words from the text above have similar sounds but different meanings in different contexts? Select the CORRECT alternative.

Alliteration” is one of the Figures of Speech. Read the alternatives and tick the alliterative one. 

I. The given text was awfully delicious to read.

II. You’re not wrong.

III. The teaching text took theorical troubles. 

Read the quote about error to get familiarized with the topic.
“Mistakes are often divided into errors and slips. Errors happen when learners try to say something that is beyond their current level of language processing. Usually, learners cannot correct errors themselves because they don’t understand what is wrong. Errors play a necessary and important part in language learning. Slips are the result of tiredness, worry or other temporary emotions or circumstances. These kinds of mistakes can be corrected by learners once they realize they have made them.”
(SPRATT; PULLVERNESS; WILLIAMS, 2005, p. 44)
Judge the items below as (T) True or (F) False.
1. There are two main reasons why learners make errors. The first reason is influence from the learner’s first language (L1) on the second language. This is called interference or transfer. Learners may use sound patterns, lexis or grammatical structures from their own language in English. The second reason is because they are unconsciously working out or organizing language, but this process is not yet complete. This kind of error is called a developmental error.
2. Errors in which learners wrongly apply a rule for one item of the language to another item are known as overgeneralization, and as a second language learners’ language ability increases, these kinds of errors also reduce.
3. Errors are part of learner’s interlanguage, which develops and progresses as they learn more. Experts think that interlanguage is an essential and unavoidable stage in language learning. In other words, interlanguage and errors are necessary to language learning.
4. Errors are a natural part of learning. They usually show that learners are learning and that their internal mental processes are working on experimenting with language.
5. Sometimes errors do not disappear, but get fossilized. These fossilized errors may be the result of lack of exposure to the second language and/or of a learner’s lack of motivation to improve their level of accuracy.
Choose the CORRECT sequence.

Applied linguists for a long time have been publishing many books and materials on teaching and learning English as a second and a foreign language. So, in this question, we provoke some reflections about these studies and how they could affect practice in our English classes.
Considering language and background to language learning and teaching, match the topic to its definition. 
( 1 ) Grammar ( 2 ) Lexis ( 3 ) Phonology ( 4 ) Function 
( ) is the study of the sound features used in a language to communicate meaning. ( ) is a reason why we communicate. ( ) describes how we combine, organize and change words and parts of words to make meaning. ( ) is individual words or sets of words that have a specific meaning.
Choose the item with the CORRECT sequence.

“In recent years Content-Based Instruction (CBI) has become increasingly popular as a means of developing linguistic ability. It has strong connections to project work, task-based learning and a holistic approach to language instruction and has become particularly popular within the state school secondary (11 - 16 years old) education sector. It is a kind of approach in which lesson focuses on the topic or subject matter. During the lesson students are focused on learning about something that interests them, from a serious science subject to their favorite pop star or even a topical news story or film”. 
Peachey, N. (2021), disponível em: https://www.teachingenglish.org.uk/article/content-based-instruction, accessed on 15h December 2022.

According to Peachey, judge the items as (T) True or (F) False concerning CBI ADVANTAGES.
I. It can make learning a language more interesting and motivating. Students can use the language to fulfill a real purpose, which can make them both more independent and confident.
II. Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects. So students can also develop a much wider knowledge of the world through CBI, which can feed back into improving and supporting their general educational needs.
III. CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarizing and extracting key information from texts.
IV. The inclusion of a group work element within the framework given can also help students to develop their collaborative skills, which can have great social value. V. Particularly in monolingual classes, the overuse of the students' native language during parts of the lesson can be a problem. Because the lesson isn't explicitly focused on language practice, students find it much easier and quicker to use their mother tongue.
VI. It can be hard to find information sources and texts that lower levels can understand. Also the sharing of information in the target language may cause great difficulties.
Choose the CORRECT sequence.

Teachers in the history of language learning and teaching have faced several methods that have been employed to the course of language teaching and learning, among them, we have faced Communicative Language Teaching (CLT).
Choose the CORRECT item that points the basic premises of this approach.

In teachers’ training programs, many methods and approaches are presented, among them, the audio-lingual method that grew into prominence in the 1950s in the USA. During the Second World War, US officials felt the need for translators and interpreters who were fluent in major foreign languages. In 1942, a special training program was organized to train fluent foreign speakers in a short time which is why this method is also referred to as the Army Method. According to the discouraged audio-lingual method, it is NOT CORRECT to say that: 

[…] information technology is an indivisible part of education in the twenty-first century. When used correctly in the classroom, technology can allow students to experience situations and circumstances that the students of 20 years ago could only dream about. Through technology, books and figures can suddenly become alive and applicable to the real world. In addition, information technology provides an even greater avenue for interaction between teacher and students. At the English lessons different videos, exercises, games, listening drills may be done. Information technology makes learning English available to a wider range of learners as well. (RODINADZE, & ZARBAZOIA, 2012, p. 274)
According to Rodinadze, S., & Zarbazoia, K., 2012, judge the items below as (T) True or (F) False regarding the ADVANTAGES of information technology in teaching the English language.
I. Information technology helps students as well as teachers in studying the course material easily because of fast access. Studying the subjects with the help of online libraries and dictionaries has made grasping and increasing knowledge easy for the students.
II. Information technology may facilitate learning or serve as the actual educational structure allowing learning to occur. It benefits both traditional education institutions and online educational models in fundamental ways. For example, multimedia presentations, knowledge-management softwares, apps, mobile devices such as tablets, personal digital assistants (PDAs), lap tops, video conferencing, cloud computing, and collaborative document editing are notable information technology services benefiting education that can provide teachers with an endless choice to create more exciting and interactive lessons.
III. Students and educators utilizing cloud computing to store their homework can also modify the documents access settings to allow multiple editors and contributors to participate in an assignment. This empowers educators to design work assignments for teams of students working together and, in so doing, cultivate a teamwork ethos preparing them for the workplace. Now information technology has made it easy to study as well as teach in groups or in clusters. At the English lessons with online resources they can be united together to do the desired task.
IV. Teachers can enter grades and assignment updates online, rather than in a paper grade-book. Libraries with a digital database in place of a traditional card catalog make their resources available for students to search anywhere with an Internet connection. Staff members can find and send transcript information and other records quickly by accessing a digital filing system, saving time and paper.
V. Information and communication technology opens the doors for better distance learning programs, allowing those in disadvantaged areas to have access to the same education as the privileged. Because this technology makes information accessible from nearly any location with a mobile device or laptop, courses can be more flexible; meaning those with full schedules who may not have the time or opportunity to further their education can choose to enroll in courses online and complete assignments on their own time.
VI. Interactive audio and video allow real time communication using phones and computers at the English lessons. Voice over Internet Protocol enables a person's voice to be transmitted through an Internet connection. Voice and multimedia presentations can also be delivered to a dispersed class with questions and answers taking place in real time.
Choose the CORRECT sequence.

“The most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required. […] The ESP focal point is that English is not taught as a subject separated from the students' real world (or wishes); instead, it is integrated into a subject matter area important to the learners”. (FIORITO, 2005) Disponível em: https://www.usingenglish.com/ teachers/articles/teaching-english-for-specific-purposes-esp.html, accessed on 15th December 2022.
According to Fiorito (2005), what is INCORRECT to say about English for Specific Purposes (ESP)?  

No trecho “Today those concerns are over” (1º parágrafo), ‘are over’ pode ser substituído, sem alteração de sentido, por

From the dialogue between Mary and Susan, identify the alternative that contains an orality mark.
Mary: Where is Doctor Bugs going? Susan: I am not sure, I think he is going to take some pictures, isn’t he? 

Analyze the word suffix ‘Philosopher’. Choose the word with the same suffix function that forms the idea of a profession.