Questões de Concurso Sobre interpretação de texto | reading comprehension em inglês

(Available at: education.nationalgeographic.org/resource/earth-day/– text specially adapted for this test).

(Available at: education.nationalgeographic.org/resource/earth-day/– text specially adapted for this test).

Read Text I to answer the question.

TEXT I

“One very active research tradition in the field of second language acquisition (SLA) attempts to establish causal relationships between environmental factors and learning. These include the type and quantity of input, instruction and feedback, and the interactional context of learning (Larsen-Freeman and Long 1991). A second very influential line of research and theory in SLA that came to fruition during the 1980s investigates the possible role of universal grammar (UG) in SLA (Eubank 1991b, White 1989). In the Chomskyan tradition, UG refers not to properties of language as the external object of learning but to innate properties of mind that direct the course of primary language acquisition. One question asked within this tradition has been whether or not second language this tradition learners still “have access” to UG, but it is assumed that UG principles are not accessible to learner awareness for any kind of conscious analysis of input. It is possible that SLA is the result of UG (a deep internal factor) acting upon input (an external factor), as proposed by White (1989), but what seems to be left out of such an account is the role of the learner's conscious mental processes.” […]

Available at: https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics/ (adapted)

Read Text I to answer the question.

TEXT I

“One very active research tradition in the field of second language acquisition (SLA) attempts to establish causal relationships between environmental factors and learning. These include the type and quantity of input, instruction and feedback, and the interactional context of learning (Larsen-Freeman and Long 1991). A second very influential line of research and theory in SLA that came to fruition during the 1980s investigates the possible role of universal grammar (UG) in SLA (Eubank 1991b, White 1989). In the Chomskyan tradition, UG refers not to properties of language as the external object of learning but to innate properties of mind that direct the course of primary language acquisition. One question asked within this tradition has been whether or not second language this tradition learners still “have access” to UG, but it is assumed that UG principles are not accessible to learner awareness for any kind of conscious analysis of input. It is possible that SLA is the result of UG (a deep internal factor) acting upon input (an external factor), as proposed by White (1989), but what seems to be left out of such an account is the role of the learner's conscious mental processes.” […]

Available at: https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics/ (adapted)

Elephant Calf Separated From Herd in India is Reunited With Its Mother 

(Available at: https://www.theguardian.com/world/2024/jan/03/elephant-calf-separated-from-herd-in-india-isreunited-with-mother – text especially adapted for this test).

Text 2

Pre-Communicative and Communicative Activities 

[…] The development of communicative competence involves the acquisition and use of so-called language skills, which are promoted from the communicative approach in an integrated manner and with real communication purposes. To contribute to the development of these communicative language skills, the English teacher has a continuum of options ranging from so-called pre-communicative activities to proper communication activities. According to Littlewood (1998), the first are based on accuracy and present structures, functions, and vocabulary; the latter focus on fluency and involve information sharing and exchange.

The pre-communicative activities are subdivided into structural activities and quasi-communicative activities. Structural activities are described as machining and practical structures. The quasi-communicative ones are based on communication and the structure of the language. […]

Text 2

Pre-Communicative and Communicative Activities 

[…] The development of communicative competence involves the acquisition and use of so-called language skills, which are promoted from the communicative approach in an integrated manner and with real communication purposes. To contribute to the development of these communicative language skills, the English teacher has a continuum of options ranging from so-called pre-communicative activities to proper communication activities. According to Littlewood (1998), the first are based on accuracy and present structures, functions, and vocabulary; the latter focus on fluency and involve information sharing and exchange.

The pre-communicative activities are subdivided into structural activities and quasi-communicative activities. Structural activities are described as machining and practical structures. The quasi-communicative ones are based on communication and the structure of the language. […]

Text 02

British Accents and Dialects: A Rough Guide 

Have you ever tried to put on a British accent? The chances are the accent you’re trying to copy is ‘Received Pronunciation’, or standard English – also known as the Queen’s English. Received Pronunciation, or RP, is what most non-Brits are used to hearing as a British accent, often when you switch on the BBC or World Service.

But it’s called the Queen’s English for a reason – hardly anyone in the UK apart from the Queen speaks this way.

The truth is, although it may be called Standard English, it is anything but standard. The British Isles is made up many, many different accents and dialects – more than 37 dialects at the last count. A dialect is a Variety of a language that differs from the standard language, in this case RP. Dialects can vary regionally – depending on where in the country a person is from, as well as socially.

[…]

Types of British Accents – Cockney

This is one of the UK’s most famous dialects, and it goes hand in hand with London. It came about as the dialect of the London working classes, especially in the poorer East End of the city. The Cockney dialect also gave us Rhyming Slang, and you can still hear plenty of market traders round the East End shouting out in Cockney from their stalls. With the Cockney accent, there are lots of ‘glottal stops’, and the ‘th’ sound frequently changes to an ‘f’ sound. There have also been some famously terrible attempts at the Cockney dialect – here’s Dick Van Dyke to show you how not to do it! 

Text adapted from: <https:englishlive.ef.com/en/blog/English-in-the-real-world/rough-guide-british-dialects/>

Text 02

British Accents and Dialects: A Rough Guide 

Have you ever tried to put on a British accent? The chances are the accent you’re trying to copy is ‘Received Pronunciation’, or standard English – also known as the Queen’s English. Received Pronunciation, or RP, is what most non-Brits are used to hearing as a British accent, often when you switch on the BBC or World Service.

But it’s called the Queen’s English for a reason – hardly anyone in the UK apart from the Queen speaks this way.

The truth is, although it may be called Standard English, it is anything but standard. The British Isles is made up many, many different accents and dialects – more than 37 dialects at the last count. A dialect is a Variety of a language that differs from the standard language, in this case RP. Dialects can vary regionally – depending on where in the country a person is from, as well as socially.

[…]

Types of British Accents – Cockney

This is one of the UK’s most famous dialects, and it goes hand in hand with London. It came about as the dialect of the London working classes, especially in the poorer East End of the city. The Cockney dialect also gave us Rhyming Slang, and you can still hear plenty of market traders round the East End shouting out in Cockney from their stalls. With the Cockney accent, there are lots of ‘glottal stops’, and the ‘th’ sound frequently changes to an ‘f’ sound. There have also been some famously terrible attempts at the Cockney dialect – here’s Dick Van Dyke to show you how not to do it! 

Text adapted from: <https:englishlive.ef.com/en/blog/English-in-the-real-world/rough-guide-british-dialects/>

Text 02

British Accents and Dialects: A Rough Guide 

Have you ever tried to put on a British accent? The chances are the accent you’re trying to copy is ‘Received Pronunciation’, or standard English – also known as the Queen’s English. Received Pronunciation, or RP, is what most non-Brits are used to hearing as a British accent, often when you switch on the BBC or World Service.

But it’s called the Queen’s English for a reason – hardly anyone in the UK apart from the Queen speaks this way.

The truth is, although it may be called Standard English, it is anything but standard. The British Isles is made up many, many different accents and dialects – more than 37 dialects at the last count. A dialect is a Variety of a language that differs from the standard language, in this case RP. Dialects can vary regionally – depending on where in the country a person is from, as well as socially.

[…]

Types of British Accents – Cockney

This is one of the UK’s most famous dialects, and it goes hand in hand with London. It came about as the dialect of the London working classes, especially in the poorer East End of the city. The Cockney dialect also gave us Rhyming Slang, and you can still hear plenty of market traders round the East End shouting out in Cockney from their stalls. With the Cockney accent, there are lots of ‘glottal stops’, and the ‘th’ sound frequently changes to an ‘f’ sound. There have also been some famously terrible attempts at the Cockney dialect – here’s Dick Van Dyke to show you how not to do it! 

Text adapted from: <https:englishlive.ef.com/en/blog/English-in-the-real-world/rough-guide-british-dialects/>