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Sobre interpretação de texto | reading comprehension em inglês
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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)
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)
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)
You won’t be able to get a ticket for the match unless you’re prepared to pay a lot of money for it.
Observing the context, it is correct to understand that:
Observe the dialogue below.
A: We don't have central heating, but we have coal fires. You have central heating, __?
B: Yes, we do. But coal fires are nice, __? More comforting than a radiator.
Identify the best alternative that completes the context.
Observe the sentences below.
I. If I were you, I would have stop smoking;
II. Why don’t you come jogging with me?;
III. If you want to lose weight, you shouldn’t eat so much chocolate;
IV. You’d better start learning now, if you have an exam tomorrow.
Identify the correct option according to the verb tenses:
How to develop communicative activities
People engage in communication because they want to say something to each other, they have some communicative purpose and, from their language store, they select and use the forms of expression they consider to be appropriate for the particular situation. People engage in communication because they want to say something to each other, they have some communicative purpose and, from their language store, they select and use the forms of expression they consider to be appropriate for the particular situation.
From these generalizations about the nature of communication, we can obtain the following characteristics of communicative activities:
I. Learners are motivated to do them; therefore, they are usually dealing with a variety of language, either receptively or productively; II. Learners usually have some kind of communicative purpose, and their attention is centered on the content of what is being said or written and not the language form that is being used;
III. While learners are engaged in the communicative activity, the teacher usually intervene, for example, by telling them that they are making mistakes, insisting on accuracy, or asking them to repeat aspects of the activity;
IV. The teacher may participate in the activities, while also watching and listening in order to be able to give feedback.
(Adapted from:<https://pdfs.semanticscholar.org/1a09/299cdf03cd375cea4eda692c08e1e9c97ae4.pdf>)
According to the context, identify the correct alternative.
Read the following text below.
Language Development
A child creates first his child tongue, then his mother tongue, in interaction with that little coterie of people who constitute his meaning group. In this sense, language is a product of the social process. A child learning language is at the same time learning other things through language — building up a picture of the reality that is around him and inside him. (Halliday M. A. K. Language as Social Semiotic: The Social Interpretation of Language and Meaning, London: University Park Press. 1978.)
By the context above, it may be correct to understand that:
We’re having the house painted next week.
In the passive sentence above, we can understand that:
I. We are not going to paint the house ourselves;
II. Someone else will paint it;
III. The emphasis is on who is painting the house.
Indicate the correct alternative according to the context.
The companies Johnson and Byer announced a slew of domestic policy initiatives last year.
Observing the context above, it is correct to understand that:
She was given a scholarship as well as the award.
According to the context, the bold item can be replaced by:
Call your mother immediately when you can—she's very worried about you.
According to the context, the bold item can be replaced by:
Read the text below.
What is Reading?
I. Reading is a conscious and unconscious thinking process.
II. The reader applies many strategies to reconstruct the meaning that the author is assumed to have intended.
III. The reader should not do this by comparing information in the text to his or her background knowledge and prior experience, he should read due to the teacher’s guidance.
(By Beatrice S. Mikulecky, Ed.D.)
Identify the correct alternative according to the context
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