Questões de Concurso
Comentadas sobre ensino da língua estrangeira inglesa em inglês
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There are several differences between spoken and written language (Mewburn, Firth & Lehmann, 2019). We can characterize spoken language as quite informal, colloquial and presumably unstructured. Written language, on the other hand, is generally more structured, formal, impersonal and wordy (https://documents.uow.edu.au/content/groups/pu blic/@web/@stsv/@ld/documents/doc/uow195597. pdf). Read the sentences and classify them in spoken or written language.
- It’s a tiring sport, squash.
- I am a hardworking person who would love to work at your company.
- See the match last night?
- Kimchi is a traditional Korean dish, consisting of fermented vegetables.
When we learn a language, there are some skills that we need for it. They are essential components of language proficiency and are typically emphasized in language learning and teaching programs to ensure learners develop well-rounded communicative abilities. Read the skills definitions and match to their name.
- It is the verbal expression of your thoughts and ideas.
- It refers to understanding, interpreting, and analyzing the speaker's message.
- It helps understand different texts, their context and inference.
- It involves presenting your thoughts in the form of text in a structured and organized manner.
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The teaching of instrumental English went through five
stages of development, beginning with register analysis
and culminating in the learner-centered approach, which
focuses on the specific needs of learners.
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When the concept of prior knowledge is addressed in
language teaching, it's important for the teacher to
understand that this relates to the cultural and
socioeconomic aspects of the student, which will
facilitate text comprehension and reduce the impact of
knowledge of foreign language rules when working with a
text.
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The early methods of teaching foreign language, including
instrumental English, date back to the 16th century and
focused primarily on oral communication and everyday
situations.
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The teacher's role in the teaching process goes beyond
mere content transmission, as they must act as a
mediator, planning strategies that stimulate active
learning among students, promoting not only the
assimilation of knowledge but also cognitive, reflective,
and critical development.
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The school and the classroom are just part of a
sociocultural and institutional context, without any
influence on the students' learning process.
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According to Bakhtin (1997), discourse genres have
minimal influence on the language we use since the
immediate social situation is the sole determining factor
in the choice of utterances.
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Teaching methods are directly related to the specific
objectives and content of disciplines, being applicable
universally and independent of students' characteristics.
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In the traditional paradigm, assessment is based on
memorization and repetition, while in the complexity
paradigm, assessment aims to lead students to reflect
and understand, not just to memorize and recite.
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According to Machado (2009), knowledge about text
genres is irrelevant for constructing meaning, as text
interpretation is independent of its generic structure.
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Returning assessments to students with additional notes,
not just indicating what is correct or incorrect, is a
recommended strategy to avoid embarrassment and
encourage self-assessment.
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The classic definition of competence, proposed by
Chomsky, addresses only the knowledge of language
structures and rules, without considering its social
function.
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General Didactics is independent of the specific didactics
of teaching subjects because its main function is to
generalize processes and procedures obtained from the
investigation of the sciences that underpin teaching and
learning, without considering the methodological
peculiarities of each discipline.
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Communicative Language Teaching prioritizes the
structural teaching of the English language, without
considering communicative proficiency as the main
objective.
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Canale and Swain proposed a model of communicative
competence that includes four types of competence:
grammatical, sociolinguistic, discourse, and strategic,
each playing a fundamental role in the effective use of
language.
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Educational objectives, contrary to being mere formalities,
constitute the backbone of pedagogical planning,
demanding deep reflection from the teacher regarding
their practice, the content, materials, and methods used,
as well as systematically and intentionally guiding the
teaching-learning process towards broad and specific
goals.
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The learning psychology proposes that the role of the
teacher is essentially to teach, while that of the student is
to learn, serving as a bridge between these processes.
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According to Hymes, to be considered competent in
communicative terms, it is not sufficient to only know and
use the phonology, syntax, and lexicon of the language,
but it is also necessary to understand and apply the
specific discourse rules of the community in which one is
situated.
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