Questões de Inglês - Interpretação de texto | Reading comprehension para Concurso

Text 4 to answer questions 21 and 22.

1 -------Enterprise-class firewalls, such as those made by

----FORTINET, Cisco Systems and NetScreen Technologies,

----have long been marketplace commodities. Out of the box,

4 --they provide reliable, relatively easy-to-use security

----solutions. Buying some licenses from vendors can also

----provide 24/7 support and ongoing maintenance. In

7 --addition, commercial firewalls have configuration

----facilities, usually through graphical interfaces, and

----facilitated interaction with other security technologies such

10 --as SIEM, EDR, DRP, etc.

---------But commercial firewalls have a problem: many

----would say that they are expensive. That is why some IT

13 --teams consider the use of other options like open-source

----firewalls. iptables®, for example, is a freeware Linux tool

----developed by NetFilter that isn’t nearly as easy to use, but

16 --it’s quickly catching up in features and functionality.

---------iptables® firewall boasts many features normally

----found only in commercial firewalls, including packet

19 --defragmentation, rate limiting, integration of VPNs, scale

----up and scale down, packet content inspection and protocol

----state tracking.

22 -------So why don't we always use iptables® firewall instead

----of proprietary applications or devices? In addition to the

----support from manufacturers that the more traditional choice

25 --has, we can highlight iptables’® need for professional

----training, and also the need for hiring large support teams,

27--which could cost even more money in some scenarios.

Disponível em:<https://searchsecurity.techtarget.com/opinion/Commercialfirewalls-vs-Open-source-firewalls>. Acesso em 20 mar. 2021, com adaptações.

Leia o texto para responder às questões de números 47 a 50.

We commonly observe in second language learners a plethora of errors attributable to the negative transfer of the native language to the target language. There can be interlingual interference at the phonological, syntactic, lexical, and semantic levels of language. For example, one might find a beginner learner who says “I am in New York since January”. Examples of distinctions at the lexical level may be seen in false cognates.

The early stages of second language learning are characterized by a predominance of interference (interlingual transfer), but once learners have begun to acquire parts of the new system, more and more intralingual transfer – generalization within the target language – is manifested. Negative intralingual transfer or overgeneralization is seen in such utterances as “Does John can sing?” or “He goed”.

A number of different categories for description of errors have been identified in research on learner language, among them:

I. The most generalized errors of addition, omission, substitution, and ordering. In English, for example, a definite article can be omitted (I went to movie), or an item substituted (/ lost my road), or a word order confused (I to the store went).

II. Within each category, levels of language can be considered: phonology or orthography, lexicon, grammar, and discourse. Often, of course, it is difficult to distinguish different levels of errors. A word with a faulty pronunciation, for example, might hide a syntactic or lexical error.

III. Errors may also be viewed as either global or local. Global errors hinder communication; they prevent the hearer from comprehending some aspect of the message. Local errors do not prevent the message from being heard, usually because there is only a minor violation of one segment of a sentence.

(BROWN, D. Principles of Language Learning and teaching. Englewood Cliffs, NJ: Prentice Hall Regents, 1994. Adaptado)