Questões de Inglês para Concurso - Página 143

Q2370833

Q2370833 Inglês

Texto associado

Does Snoozing Your Alarm Really Increase Sleepiness?

Snoozing the alarm doesn’t necessarily mean you’ll feel groggy the rest of the day. But it’s important to get as much sleep as you can. Getting up early in the morning is no easy task for plenty of people. That’s why alarms are important — they ensure that you wake up at your desired time. However, nobody can deny how tempting it is to try and squeeze in a few more minutes of sleep.

According to a survey, about 57 percent of people snooze in the morning, which is defined as needing multiple alarms to wake up. If you set a single alarm and snooze it repeatedly or set several alarms at regular intervals until the time you absolutely need to get up, you are a snoozer. Waking up on the first alarm is commonly recommended, but does it really make a difference if you are woken up by one alarm compared to several ones? In a recent sleep study, researchers examine how snoozing affects an individual’s health and sleep.

According to the study, people snooze for a variety of reasons. Most of the participants said that they just can’t get up with only the first alarm. Some say they snooze because they feel comfortable in bed, while others do it because they feel less tired when they do get up. A researcher said that snoozing might be a sign that people are waking up because of important scheduled activities — like school or work — rather than because they have adequately rested.

Internet: <www.discovermagazine.com> (adapted).

According to the preceding text, judge the following item.

More than half of the people surveyed admitted snoozing in the morning for various reasons.

Certo

Errado

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Q2370832

Q2370832 Inglês

Texto associado

Does Snoozing Your Alarm Really Increase Sleepiness?

Snoozing the alarm doesn’t necessarily mean you’ll feel groggy the rest of the day. But it’s important to get as much sleep as you can. Getting up early in the morning is no easy task for plenty of people. That’s why alarms are important — they ensure that you wake up at your desired time. However, nobody can deny how tempting it is to try and squeeze in a few more minutes of sleep.

According to a survey, about 57 percent of people snooze in the morning, which is defined as needing multiple alarms to wake up. If you set a single alarm and snooze it repeatedly or set several alarms at regular intervals until the time you absolutely need to get up, you are a snoozer. Waking up on the first alarm is commonly recommended, but does it really make a difference if you are woken up by one alarm compared to several ones? In a recent sleep study, researchers examine how snoozing affects an individual’s health and sleep.

According to the study, people snooze for a variety of reasons. Most of the participants said that they just can’t get up with only the first alarm. Some say they snooze because they feel comfortable in bed, while others do it because they feel less tired when they do get up. A researcher said that snoozing might be a sign that people are waking up because of important scheduled activities — like school or work — rather than because they have adequately rested.

Internet: <www.discovermagazine.com> (adapted).

According to the preceding text, judge the following item.

People who snooze the alarm feel tired and dizzy the rest of the day because they didn’t get enough sleep.

Certo

Errado

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Q2370831

Q2370831 Inglês

Texto associado

Does Snoozing Your Alarm Really Increase Sleepiness?

Snoozing the alarm doesn’t necessarily mean you’ll feel groggy the rest of the day. But it’s important to get as much sleep as you can. Getting up early in the morning is no easy task for plenty of people. That’s why alarms are important — they ensure that you wake up at your desired time. However, nobody can deny how tempting it is to try and squeeze in a few more minutes of sleep.

According to a survey, about 57 percent of people snooze in the morning, which is defined as needing multiple alarms to wake up. If you set a single alarm and snooze it repeatedly or set several alarms at regular intervals until the time you absolutely need to get up, you are a snoozer. Waking up on the first alarm is commonly recommended, but does it really make a difference if you are woken up by one alarm compared to several ones? In a recent sleep study, researchers examine how snoozing affects an individual’s health and sleep.

According to the study, people snooze for a variety of reasons. Most of the participants said that they just can’t get up with only the first alarm. Some say they snooze because they feel comfortable in bed, while others do it because they feel less tired when they do get up. A researcher said that snoozing might be a sign that people are waking up because of important scheduled activities — like school or work — rather than because they have adequately rested.

Internet: <www.discovermagazine.com> (adapted).

According to the preceding text, judge the following item.

For a lot of people, getting up early in the morning is considered to be a hard task.

Certo

Errado

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Q2367212

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367212 Inglês

No ensino da língua inglesa, o tratamento da produção escrita como processo pode beneficiar os alunos ao

A

trabalhar a técnica de scanning, que permite abordar na escrita uma ampla gama de tópicos em um curto período de tempo.

B

possibilitar que eles tenham contato com registros linguísticos e sotaques próprios dos falantes nativos da língua inglesa.

C

priorizar a correção imediata dos erros gramaticais para evitar a internalização de padrões inadequados.

D

incentivar a experimentação linguística e a expressão individual, promovendo criatividade e autenticidade na escrita.

E

facilitar a memorização de vocábulos rebuscados ou de uso incomum.

Você errou! Resposta:

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Q2367210

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367210 Inglês

A língua, como ferramenta essencial da comunicação, não apenas reflete a diversidade cultural, mas também desempenha um papel ativo na construção e expressão da identidade social. Em sociedades multiculturais, a linguagem é frequentemente moldada por influências culturais diversas, refletindo a riqueza e a complexidade das interações sociais. Assim, a dinâmica entre língua, cultura e sociedade é um processo interativo, no qual a língua não é somente um meio neutro de comunicação, mas um reflexo e um agente ativo na construção da realidade social.

Assinale a opção que melhor sintetiza a relação entre língua, cultura e sociedade apresentada no fragmento de texto precedente.

A

A língua é uma ferramenta neutra de comunicação, influenciada minimamente pelas diversidades culturais.

B

A cultura molda a língua de maneira unilateral, refletindo uma única identidade social dominante.

C

A linguagem é uma entidade autônoma, separada das influências culturais na construção da identidade social.

D

A sociedade, ao seguir normas linguísticas específicas, limita o papel ativo da língua no que se refere à construção da identidade social.

E

A dinâmica entre língua, cultura e sociedade é interativa, de modo que a língua reflete e influencia as diversidades culturais das interações sociais.

Você errou! Resposta:

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Q2367209

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367209 Inglês

Texto associado

Text 9A2-II

As I was driving, the snow had started falling in earnest. The light was flat, although it was midmorning, making it almost impossible to distinguish the highway. I turned on the radio to help me concentrate on the road ahead; the announcer was talking about the snow. “The state Highway department advises motorists to use extreme caution and to drive with their headlights on to ensure maximum visibility.” He went on. “The state highway supervisor just called to say that one of the plows almost hit a car because the person driving hadn’t turned on his ligths.” I checked, almost reflexively, to be sure that my headlights were on.

How can information serve those who hear or read it in making sense of their own worlds? How can it enable them to reason about what they do and to take appropriate actions based on that reasoning? My experience with the radio illustrates two different ways of providing the same message: the need to use your headlights when you drive in heavy snow. The first offers dispassionate information; the second tells the same content in a personal, compelling story. The first disguises its point of view; the second explicitly grounds the general information in a particular time and place. Each means of giving information has its role, but I believe the second is ultimately more useful in helping people make sense of what they are doing. When I heard the story about the plow, I made sure my headlights were on.

In what is written about teaching, it is rare to find accounts in which the author’s experience and point of view are central. A point of view is not simply an opinion; neither is it a whimsical or impressionistic claim. Rather, a point of view lays out what the author thinks and why. The problem is that much of what is available in professional development in languageteacher education concentrates on telling rather than on point of view. The telling is prescriptive, like the radio announcer’s first statement. It emphasizes what is important to know and do, what is current in theory and research, and therefore what you — as a practicing teacher — should do. But this telling disguises the teller; it hides the point of view that can enable you to make sense of what is told.

Donald Freeman. Series Editor’s preface. In: P. R. Moran. Teaching culture: perspectives in practice. Boston (MA): Heinle, 2001 (adapted).

Choose the option that presents a correct rewriting of the sentence “It emphasizes what is important to know and do, what is current in theory and research, and therefore what you — as a practicing teacher — should do” (sixth sentence of the last paragraph of text 9A2-II), maintaining the original meaning and grammar correctness.

A

The telling way of information has to do with things a practicing teacher should know and do, and with what theory and research indicates, notwithstanding what he or she must do.

B

The telling shows how important it is to know and do what is prescribed in theory and research, and consequently what a real teacher should do.

C

This way of giving information focuses on what is important to know and do, and on what can be found in theory and research, and, thus, on what one — as a practicing teacher — should do.

D

By placing the emphases on what a practicing teacher does, because it is a trend in theoretical and research areas, it is telling of what is important to know and to do.

E

It shows what one should know and do that is prescribed for theory and research, and consequently, what guidance you, as a practicing teacher, should follow.

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Q2367208

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367208 Inglês

Texto associado

Text 9A2-II

As I was driving, the snow had started falling in earnest. The light was flat, although it was midmorning, making it almost impossible to distinguish the highway. I turned on the radio to help me concentrate on the road ahead; the announcer was talking about the snow. “The state Highway department advises motorists to use extreme caution and to drive with their headlights on to ensure maximum visibility.” He went on. “The state highway supervisor just called to say that one of the plows almost hit a car because the person driving hadn’t turned on his ligths.” I checked, almost reflexively, to be sure that my headlights were on.

How can information serve those who hear or read it in making sense of their own worlds? How can it enable them to reason about what they do and to take appropriate actions based on that reasoning? My experience with the radio illustrates two different ways of providing the same message: the need to use your headlights when you drive in heavy snow. The first offers dispassionate information; the second tells the same content in a personal, compelling story. The first disguises its point of view; the second explicitly grounds the general information in a particular time and place. Each means of giving information has its role, but I believe the second is ultimately more useful in helping people make sense of what they are doing. When I heard the story about the plow, I made sure my headlights were on.

In what is written about teaching, it is rare to find accounts in which the author’s experience and point of view are central. A point of view is not simply an opinion; neither is it a whimsical or impressionistic claim. Rather, a point of view lays out what the author thinks and why. The problem is that much of what is available in professional development in languageteacher education concentrates on telling rather than on point of view. The telling is prescriptive, like the radio announcer’s first statement. It emphasizes what is important to know and do, what is current in theory and research, and therefore what you — as a practicing teacher — should do. But this telling disguises the teller; it hides the point of view that can enable you to make sense of what is told.

Donald Freeman. Series Editor’s preface. In: P. R. Moran. Teaching culture: perspectives in practice. Boston (MA): Heinle, 2001 (adapted).

In relation to the vocabulary and grammatical features of text 9A2-II, choose the correct option.

A

The passage “the snow had started falling in earnest” means that it was the first time it snowed that winter.

B

The fragment “enable them to reason” (second sentence of the second paragraph) means the same as enable them to be correct.

C

The word “whimsical” describes something that is playful, arbitrary or erratic, and not really connected to reality.

D

A “compelling story” (fourth sentence of the second paragraph) is a story based on a real life experience.

E

The excerpt “grounds the general information in” (fifth sentence of the second paragraph) can be correctly replaced with bind the general information on.

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Q2367207

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367207 Inglês

Texto associado

Text 9A2-II

As I was driving, the snow had started falling in earnest. The light was flat, although it was midmorning, making it almost impossible to distinguish the highway. I turned on the radio to help me concentrate on the road ahead; the announcer was talking about the snow. “The state Highway department advises motorists to use extreme caution and to drive with their headlights on to ensure maximum visibility.” He went on. “The state highway supervisor just called to say that one of the plows almost hit a car because the person driving hadn’t turned on his ligths.” I checked, almost reflexively, to be sure that my headlights were on.

How can information serve those who hear or read it in making sense of their own worlds? How can it enable them to reason about what they do and to take appropriate actions based on that reasoning? My experience with the radio illustrates two different ways of providing the same message: the need to use your headlights when you drive in heavy snow. The first offers dispassionate information; the second tells the same content in a personal, compelling story. The first disguises its point of view; the second explicitly grounds the general information in a particular time and place. Each means of giving information has its role, but I believe the second is ultimately more useful in helping people make sense of what they are doing. When I heard the story about the plow, I made sure my headlights were on.

In what is written about teaching, it is rare to find accounts in which the author’s experience and point of view are central. A point of view is not simply an opinion; neither is it a whimsical or impressionistic claim. Rather, a point of view lays out what the author thinks and why. The problem is that much of what is available in professional development in languageteacher education concentrates on telling rather than on point of view. The telling is prescriptive, like the radio announcer’s first statement. It emphasizes what is important to know and do, what is current in theory and research, and therefore what you — as a practicing teacher — should do. But this telling disguises the teller; it hides the point of view that can enable you to make sense of what is told.

Donald Freeman. Series Editor’s preface. In: P. R. Moran. Teaching culture: perspectives in practice. Boston (MA): Heinle, 2001 (adapted).

Choose the option that presents a conclusion which can be correctly drawn from the story reported by the announcer in the fragment ‘one of the plows almost hit a car because the person driving hadn’t turned on his ligths’ (sixth sentence of the first paragraph of text 9A2-II).

A

If the car driver turned his lights, the plow wouldn’t have hit his car

B

Had the car driver turned his lights on, the plow wouldn’t have almost hit his car.

C

The plows wouldn’t have almost hit the car, had the driver kept the car lights off.

D

There wouldn’t have been an accident with the plows if the driver had turned his lights on.

E

Had the car driver turned his lights on, there wouldn’t have been an accident.

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Q2367206

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367206 Inglês

Texto associado

Text 9A2-II

As I was driving, the snow had started falling in earnest. The light was flat, although it was midmorning, making it almost impossible to distinguish the highway. I turned on the radio to help me concentrate on the road ahead; the announcer was talking about the snow. “The state Highway department advises motorists to use extreme caution and to drive with their headlights on to ensure maximum visibility.” He went on. “The state highway supervisor just called to say that one of the plows almost hit a car because the person driving hadn’t turned on his ligths.” I checked, almost reflexively, to be sure that my headlights were on.

How can information serve those who hear or read it in making sense of their own worlds? How can it enable them to reason about what they do and to take appropriate actions based on that reasoning? My experience with the radio illustrates two different ways of providing the same message: the need to use your headlights when you drive in heavy snow. The first offers dispassionate information; the second tells the same content in a personal, compelling story. The first disguises its point of view; the second explicitly grounds the general information in a particular time and place. Each means of giving information has its role, but I believe the second is ultimately more useful in helping people make sense of what they are doing. When I heard the story about the plow, I made sure my headlights were on.

In what is written about teaching, it is rare to find accounts in which the author’s experience and point of view are central. A point of view is not simply an opinion; neither is it a whimsical or impressionistic claim. Rather, a point of view lays out what the author thinks and why. The problem is that much of what is available in professional development in languageteacher education concentrates on telling rather than on point of view. The telling is prescriptive, like the radio announcer’s first statement. It emphasizes what is important to know and do, what is current in theory and research, and therefore what you — as a practicing teacher — should do. But this telling disguises the teller; it hides the point of view that can enable you to make sense of what is told.

Donald Freeman. Series Editor’s preface. In: P. R. Moran. Teaching culture: perspectives in practice. Boston (MA): Heinle, 2001 (adapted).

According to the author of text 9A2-II,

A

by concentrating on point of view, language-teacher education would show future teachers what they should do and what kind of literature they should read.

B

a point of view is too subjective to be taken seriously.

C

language-teacher education should be more humane, subjective and personal.

D

the telling method in language-teacher education leaves out the point of view on which what is being told is based.

E

the language of telling is much more useful in language-teacher education than presenting people with points of view.

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Q2367205

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367205 Inglês

Texto associado

Text 9A2-I

The words “theory” and “theoretical” evoke a variety of responses in language teaching and research circles, many of them, for different reasons, negative. For some, the negative response they feel is due to their having sat through conference presentations or read journal articles labelled “theoretical” which have consisted of a good deal of rhetoric, however eloquent, and very little substance. “Theoretical” here is mis-used, and just means “data-free”. For others, the particular theories that have received most “air-time” in the second language acquisition (SLA) literature until now have been uninteresting, wrong, or vacuous, leading them to be potentially hostile to any new ones. Still, others have no problem with theory in general (or think they don’t), but simply feel that work in SLA has not advanced far enough yet for theorizing to be productive.

Those who subscribe to the last view — and they include several prominent figures in SLA — hold that because, in their opinion, we know relatively little about SLA, any theory we come up with at this stage is likely to be wrong. Hence, it will be counter-productive, in that many people will waste their time working on a theoretical red herring instead of discovering more facts about acquisition. In our view, while superficially reasonable, this shows that the purpose and value of theories in (social) science are still not widely understood in our field.

Diane Larsen-Freeman and Michal H. Long. An introduction to second language acquisition research. New York: Longman, 1991.

About the semantic and grammatical features of text 9A2-I, choose the correct option.

A

The word “however” (second sentence of the first paragraph) is an adverb that can be correctly replaced with nonetheless.

B

The pronoun “them”, in “many of them” (first sentence of the text), refers back to “language teaching and research circles”.

C

The word “that”, in “hold that” (first sentence of the second paragraph), is a pronoun which is the object of “hold”, and refers back to “those who subscribe”.

D

In “for theorizing to be productive” (last sentence of the first paragraph), the word “theorizing” is used as a noun and, as such, is the object of “feel”.

E

The fragment “(or think they don’t)” (last sentence of the first paragraph) shows that the authors have doubts about some people not having problems with theory.

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Q2367203

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367203 Inglês

Texto associado

Text 9A2-I

The words “theory” and “theoretical” evoke a variety of responses in language teaching and research circles, many of them, for different reasons, negative. For some, the negative response they feel is due to their having sat through conference presentations or read journal articles labelled “theoretical” which have consisted of a good deal of rhetoric, however eloquent, and very little substance. “Theoretical” here is mis-used, and just means “data-free”. For others, the particular theories that have received most “air-time” in the second language acquisition (SLA) literature until now have been uninteresting, wrong, or vacuous, leading them to be potentially hostile to any new ones. Still, others have no problem with theory in general (or think they don’t), but simply feel that work in SLA has not advanced far enough yet for theorizing to be productive.

Those who subscribe to the last view — and they include several prominent figures in SLA — hold that because, in their opinion, we know relatively little about SLA, any theory we come up with at this stage is likely to be wrong. Hence, it will be counter-productive, in that many people will waste their time working on a theoretical red herring instead of discovering more facts about acquisition. In our view, while superficially reasonable, this shows that the purpose and value of theories in (social) science are still not widely understood in our field.

Diane Larsen-Freeman and Michal H. Long. An introduction to second language acquisition research. New York: Longman, 1991.

In relation to theory, the authors of text 9A2-I

A

believe that theory is associated with empty rhetoric.

B

believe researchers from their field still don’t understand the importance of theory in social sciences.

C

share the opinion that theory does not apply to the field.

D

refer in the text to three groups of people with positive views on theoretical work.

E

think that the most popular theories in second language acquisition have led to nothing.

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Q2367202

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367202 Inglês

Texto associado

Text 9A1

Research into how multilingual people juggle more than one language in their minds is complex and sometimes counterintuitive. It turns out that when a multilingual person wants to speak, the languages they know can be active at the same time, even if only one gets used. These languages can interfere with each other, for example intruding into speech just when you do not expect them. And interference can manifest itself not just in vocabulary slip-ups, but even on the level of grammar or accent. “From research we know that whenever a bilingual or multilingual is speaking, both languages or all the languages that they know are activated,” says Mathieu Declerck, a senior research fellow at the Vrije Universiteit in Brussels. “For example, when you want to say ‘dog’ as a French-English bilingual, not just ‘dog’ is activated, but also its translation equivalent, so ‘chien’ is also activated.” As such, the speaker needs to have some sort of language control process. If you think about it, the ability of bilingual and multilingual speakers to separate the languages they have learned is remarkable. How they do this is commonly explained through the concept of inhibition — a suppression of the non-relevant languages. However, when this control system fails, intrusions and lapses can occur. For example, insufficient inhibition of a language can cause it to “pop up” and intrude when you are meant to be speaking in a different one.

Tamar Gollan, a professor of psychiatry at the University of California San Diego, has been studying language control in bilinguals for years. Her research has often led to counterintuitive findings. She explains that when mixing languages, multilinguals are navigating a sort of balancing act, inhibiting the stronger language to even things out — and sometimes, they go too far in the wrong direction. “When bilinguals are mixing languages, it seems like they inhibit the dominant language so much that they actually are slower to speak in certain contexts. I think the best analogy is: imagine you suddenly become better at writing in your non-dominant hand. We have been calling this reversed dominance.” Reversed dominance effects can be particularly evident when bilinguals switch between languages in a single conversation, says Gollan.

Navigating such interference could perhaps be part of what makes it hard for an adult to learn a new language, especially if they have grown up monolingual. One thing that might help is immersing yourself in the environment of the foreign language. “You are creating a context in which you are strongly holding back this other language, so that gives room for the other (new) language to become stronger,” says Matt Goldrick, a professor of linguistics at Northwestern University in Evanston, Illinois. “When you return from that immersion experience, hopefully you can better manage that competition,” he adds. “That competition will never go away, you just get better at managing it.”

Managing competition is certainly something that multilinguals do tend to have a lot of practice in. Many researchers argue that this brings them certain cognitive advantages — although it is worth noting that the jury’s still out on this, with others saying their own research does not show reliable evidence for a bilingual cognitive advantage. In any case, using languages is arguably one of the most complex activities humans learn how to do. And having to manage multiple languages has been linked to cognitive benefits in many studies, depending on task and age. Some studies have shown bilinguals perform better, for example, in activities when participants have to focus on counterintuitive information. Speaking multiple languages has also been linked to delayed onset of dementia symptoms. And of course, multilingualism brings many obvious benefits beyond the brain, not least the social benefit of being able to speak to many people.

Internet: http://www.bbc.com/ (adapted).

The fragment “Speaking multiple languages has also been linked to delayed onset of dementia symptoms” (last paragraph of text 9A1), conveys the idea that

A

speaking multiple languages is related to worsening dementia symptoms.

B

speaking multiple languages is somehow related to anticipating the beginning of dementia symptoms.

C

speaking multiple languages can definitely postpone the diagnosis of dementia.

D

speaking multiple languages can cure dementia symptoms.

E

speaking multiple languages is related to postponing the beginning of dementia symptoms.

Você errou! Resposta:

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Q2367201

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367201 Inglês

Texto associado

Text 9A1

Research into how multilingual people juggle more than one language in their minds is complex and sometimes counterintuitive. It turns out that when a multilingual person wants to speak, the languages they know can be active at the same time, even if only one gets used. These languages can interfere with each other, for example intruding into speech just when you do not expect them. And interference can manifest itself not just in vocabulary slip-ups, but even on the level of grammar or accent. “From research we know that whenever a bilingual or multilingual is speaking, both languages or all the languages that they know are activated,” says Mathieu Declerck, a senior research fellow at the Vrije Universiteit in Brussels. “For example, when you want to say ‘dog’ as a French-English bilingual, not just ‘dog’ is activated, but also its translation equivalent, so ‘chien’ is also activated.” As such, the speaker needs to have some sort of language control process. If you think about it, the ability of bilingual and multilingual speakers to separate the languages they have learned is remarkable. How they do this is commonly explained through the concept of inhibition — a suppression of the non-relevant languages. However, when this control system fails, intrusions and lapses can occur. For example, insufficient inhibition of a language can cause it to “pop up” and intrude when you are meant to be speaking in a different one.

Tamar Gollan, a professor of psychiatry at the University of California San Diego, has been studying language control in bilinguals for years. Her research has often led to counterintuitive findings. She explains that when mixing languages, multilinguals are navigating a sort of balancing act, inhibiting the stronger language to even things out — and sometimes, they go too far in the wrong direction. “When bilinguals are mixing languages, it seems like they inhibit the dominant language so much that they actually are slower to speak in certain contexts. I think the best analogy is: imagine you suddenly become better at writing in your non-dominant hand. We have been calling this reversed dominance.” Reversed dominance effects can be particularly evident when bilinguals switch between languages in a single conversation, says Gollan.

Navigating such interference could perhaps be part of what makes it hard for an adult to learn a new language, especially if they have grown up monolingual. One thing that might help is immersing yourself in the environment of the foreign language. “You are creating a context in which you are strongly holding back this other language, so that gives room for the other (new) language to become stronger,” says Matt Goldrick, a professor of linguistics at Northwestern University in Evanston, Illinois. “When you return from that immersion experience, hopefully you can better manage that competition,” he adds. “That competition will never go away, you just get better at managing it.”

Managing competition is certainly something that multilinguals do tend to have a lot of practice in. Many researchers argue that this brings them certain cognitive advantages — although it is worth noting that the jury’s still out on this, with others saying their own research does not show reliable evidence for a bilingual cognitive advantage. In any case, using languages is arguably one of the most complex activities humans learn how to do. And having to manage multiple languages has been linked to cognitive benefits in many studies, depending on task and age. Some studies have shown bilinguals perform better, for example, in activities when participants have to focus on counterintuitive information. Speaking multiple languages has also been linked to delayed onset of dementia symptoms. And of course, multilingualism brings many obvious benefits beyond the brain, not least the social benefit of being able to speak to many people.

Internet: http://www.bbc.com/ (adapted).

The word “arguably”, in the excerpt “using languages is arguably one of the most complex activities humans learn how to do”, (last paragraph of text 9A1) could be correctly replaced, maintaining the original meaning and correctness, with

A

hardly.

B

initially.

C

obviously.

D

probably.

E

definitely.

Você errou! Resposta:

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Q2367200

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367200 Inglês

Texto associado

Text 9A1

Research into how multilingual people juggle more than one language in their minds is complex and sometimes counterintuitive. It turns out that when a multilingual person wants to speak, the languages they know can be active at the same time, even if only one gets used. These languages can interfere with each other, for example intruding into speech just when you do not expect them. And interference can manifest itself not just in vocabulary slip-ups, but even on the level of grammar or accent. “From research we know that whenever a bilingual or multilingual is speaking, both languages or all the languages that they know are activated,” says Mathieu Declerck, a senior research fellow at the Vrije Universiteit in Brussels. “For example, when you want to say ‘dog’ as a French-English bilingual, not just ‘dog’ is activated, but also its translation equivalent, so ‘chien’ is also activated.” As such, the speaker needs to have some sort of language control process. If you think about it, the ability of bilingual and multilingual speakers to separate the languages they have learned is remarkable. How they do this is commonly explained through the concept of inhibition — a suppression of the non-relevant languages. However, when this control system fails, intrusions and lapses can occur. For example, insufficient inhibition of a language can cause it to “pop up” and intrude when you are meant to be speaking in a different one.

Tamar Gollan, a professor of psychiatry at the University of California San Diego, has been studying language control in bilinguals for years. Her research has often led to counterintuitive findings. She explains that when mixing languages, multilinguals are navigating a sort of balancing act, inhibiting the stronger language to even things out — and sometimes, they go too far in the wrong direction. “When bilinguals are mixing languages, it seems like they inhibit the dominant language so much that they actually are slower to speak in certain contexts. I think the best analogy is: imagine you suddenly become better at writing in your non-dominant hand. We have been calling this reversed dominance.” Reversed dominance effects can be particularly evident when bilinguals switch between languages in a single conversation, says Gollan.

Navigating such interference could perhaps be part of what makes it hard for an adult to learn a new language, especially if they have grown up monolingual. One thing that might help is immersing yourself in the environment of the foreign language. “You are creating a context in which you are strongly holding back this other language, so that gives room for the other (new) language to become stronger,” says Matt Goldrick, a professor of linguistics at Northwestern University in Evanston, Illinois. “When you return from that immersion experience, hopefully you can better manage that competition,” he adds. “That competition will never go away, you just get better at managing it.”

Managing competition is certainly something that multilinguals do tend to have a lot of practice in. Many researchers argue that this brings them certain cognitive advantages — although it is worth noting that the jury’s still out on this, with others saying their own research does not show reliable evidence for a bilingual cognitive advantage. In any case, using languages is arguably one of the most complex activities humans learn how to do. And having to manage multiple languages has been linked to cognitive benefits in many studies, depending on task and age. Some studies have shown bilinguals perform better, for example, in activities when participants have to focus on counterintuitive information. Speaking multiple languages has also been linked to delayed onset of dementia symptoms. And of course, multilingualism brings many obvious benefits beyond the brain, not least the social benefit of being able to speak to many people.

Internet: http://www.bbc.com/ (adapted).

The expression “the jury’s still out on this” (second sentence of the last paragraph of text 9A1) means

A

there has been no final decision or opinion on this matter yet.

B

the cognitive advantages found were poorly presented by scientists.

C

there is no consensus that this is a matter of interest for science.

D

no scientist is willing to defend their point of view on this matter.

E

a board of scientists is still analyzing recent research on this matter.

Você errou! Resposta:

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Q2367199

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367199 Inglês

Texto associado

Text 9A1

Research into how multilingual people juggle more than one language in their minds is complex and sometimes counterintuitive. It turns out that when a multilingual person wants to speak, the languages they know can be active at the same time, even if only one gets used. These languages can interfere with each other, for example intruding into speech just when you do not expect them. And interference can manifest itself not just in vocabulary slip-ups, but even on the level of grammar or accent. “From research we know that whenever a bilingual or multilingual is speaking, both languages or all the languages that they know are activated,” says Mathieu Declerck, a senior research fellow at the Vrije Universiteit in Brussels. “For example, when you want to say ‘dog’ as a French-English bilingual, not just ‘dog’ is activated, but also its translation equivalent, so ‘chien’ is also activated.” As such, the speaker needs to have some sort of language control process. If you think about it, the ability of bilingual and multilingual speakers to separate the languages they have learned is remarkable. How they do this is commonly explained through the concept of inhibition — a suppression of the non-relevant languages. However, when this control system fails, intrusions and lapses can occur. For example, insufficient inhibition of a language can cause it to “pop up” and intrude when you are meant to be speaking in a different one.

Tamar Gollan, a professor of psychiatry at the University of California San Diego, has been studying language control in bilinguals for years. Her research has often led to counterintuitive findings. She explains that when mixing languages, multilinguals are navigating a sort of balancing act, inhibiting the stronger language to even things out — and sometimes, they go too far in the wrong direction. “When bilinguals are mixing languages, it seems like they inhibit the dominant language so much that they actually are slower to speak in certain contexts. I think the best analogy is: imagine you suddenly become better at writing in your non-dominant hand. We have been calling this reversed dominance.” Reversed dominance effects can be particularly evident when bilinguals switch between languages in a single conversation, says Gollan.

Navigating such interference could perhaps be part of what makes it hard for an adult to learn a new language, especially if they have grown up monolingual. One thing that might help is immersing yourself in the environment of the foreign language. “You are creating a context in which you are strongly holding back this other language, so that gives room for the other (new) language to become stronger,” says Matt Goldrick, a professor of linguistics at Northwestern University in Evanston, Illinois. “When you return from that immersion experience, hopefully you can better manage that competition,” he adds. “That competition will never go away, you just get better at managing it.”

Managing competition is certainly something that multilinguals do tend to have a lot of practice in. Many researchers argue that this brings them certain cognitive advantages — although it is worth noting that the jury’s still out on this, with others saying their own research does not show reliable evidence for a bilingual cognitive advantage. In any case, using languages is arguably one of the most complex activities humans learn how to do. And having to manage multiple languages has been linked to cognitive benefits in many studies, depending on task and age. Some studies have shown bilinguals perform better, for example, in activities when participants have to focus on counterintuitive information. Speaking multiple languages has also been linked to delayed onset of dementia symptoms. And of course, multilingualism brings many obvious benefits beyond the brain, not least the social benefit of being able to speak to many people.

Internet: http://www.bbc.com/ (adapted).

In the sentence “However, when this control system fails, intrusions and lapses can occur” (end of the first paragraph of text 9A1), the word “However” can be correctly replaced, without changing the meaning of the sentence and without harming its correctness, with

A

Despite.

B

Although.

C

Nevertheless.

D

Moreover.

E

Furthermore.

Você errou! Resposta:

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Q2367198

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367198 Inglês

Texto associado

Text 9A1

Research into how multilingual people juggle more than one language in their minds is complex and sometimes counterintuitive. It turns out that when a multilingual person wants to speak, the languages they know can be active at the same time, even if only one gets used. These languages can interfere with each other, for example intruding into speech just when you do not expect them. And interference can manifest itself not just in vocabulary slip-ups, but even on the level of grammar or accent. “From research we know that whenever a bilingual or multilingual is speaking, both languages or all the languages that they know are activated,” says Mathieu Declerck, a senior research fellow at the Vrije Universiteit in Brussels. “For example, when you want to say ‘dog’ as a French-English bilingual, not just ‘dog’ is activated, but also its translation equivalent, so ‘chien’ is also activated.” As such, the speaker needs to have some sort of language control process. If you think about it, the ability of bilingual and multilingual speakers to separate the languages they have learned is remarkable. How they do this is commonly explained through the concept of inhibition — a suppression of the non-relevant languages. However, when this control system fails, intrusions and lapses can occur. For example, insufficient inhibition of a language can cause it to “pop up” and intrude when you are meant to be speaking in a different one.

Tamar Gollan, a professor of psychiatry at the University of California San Diego, has been studying language control in bilinguals for years. Her research has often led to counterintuitive findings. She explains that when mixing languages, multilinguals are navigating a sort of balancing act, inhibiting the stronger language to even things out — and sometimes, they go too far in the wrong direction. “When bilinguals are mixing languages, it seems like they inhibit the dominant language so much that they actually are slower to speak in certain contexts. I think the best analogy is: imagine you suddenly become better at writing in your non-dominant hand. We have been calling this reversed dominance.” Reversed dominance effects can be particularly evident when bilinguals switch between languages in a single conversation, says Gollan.

Navigating such interference could perhaps be part of what makes it hard for an adult to learn a new language, especially if they have grown up monolingual. One thing that might help is immersing yourself in the environment of the foreign language. “You are creating a context in which you are strongly holding back this other language, so that gives room for the other (new) language to become stronger,” says Matt Goldrick, a professor of linguistics at Northwestern University in Evanston, Illinois. “When you return from that immersion experience, hopefully you can better manage that competition,” he adds. “That competition will never go away, you just get better at managing it.”

Managing competition is certainly something that multilinguals do tend to have a lot of practice in. Many researchers argue that this brings them certain cognitive advantages — although it is worth noting that the jury’s still out on this, with others saying their own research does not show reliable evidence for a bilingual cognitive advantage. In any case, using languages is arguably one of the most complex activities humans learn how to do. And having to manage multiple languages has been linked to cognitive benefits in many studies, depending on task and age. Some studies have shown bilinguals perform better, for example, in activities when participants have to focus on counterintuitive information. Speaking multiple languages has also been linked to delayed onset of dementia symptoms. And of course, multilingualism brings many obvious benefits beyond the brain, not least the social benefit of being able to speak to many people.

Internet: http://www.bbc.com/ (adapted).

The word “juggle”, used in the first sentence of text 9A1, means

A

know by heart.

B

retrieve something for daily use.

C

store several things simultaneously.

D

refresh something for immediate use.

E

succeed in dealing with.

Você errou! Resposta:

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Q2367197

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Joinville - SC Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Joinville - SC - Professor de Língua Inglesa |

Q2367197 Inglês

Texto associado

Text 9A1

Research into how multilingual people juggle more than one language in their minds is complex and sometimes counterintuitive. It turns out that when a multilingual person wants to speak, the languages they know can be active at the same time, even if only one gets used. These languages can interfere with each other, for example intruding into speech just when you do not expect them. And interference can manifest itself not just in vocabulary slip-ups, but even on the level of grammar or accent. “From research we know that whenever a bilingual or multilingual is speaking, both languages or all the languages that they know are activated,” says Mathieu Declerck, a senior research fellow at the Vrije Universiteit in Brussels. “For example, when you want to say ‘dog’ as a French-English bilingual, not just ‘dog’ is activated, but also its translation equivalent, so ‘chien’ is also activated.” As such, the speaker needs to have some sort of language control process. If you think about it, the ability of bilingual and multilingual speakers to separate the languages they have learned is remarkable. How they do this is commonly explained through the concept of inhibition — a suppression of the non-relevant languages. However, when this control system fails, intrusions and lapses can occur. For example, insufficient inhibition of a language can cause it to “pop up” and intrude when you are meant to be speaking in a different one.

Tamar Gollan, a professor of psychiatry at the University of California San Diego, has been studying language control in bilinguals for years. Her research has often led to counterintuitive findings. She explains that when mixing languages, multilinguals are navigating a sort of balancing act, inhibiting the stronger language to even things out — and sometimes, they go too far in the wrong direction. “When bilinguals are mixing languages, it seems like they inhibit the dominant language so much that they actually are slower to speak in certain contexts. I think the best analogy is: imagine you suddenly become better at writing in your non-dominant hand. We have been calling this reversed dominance.” Reversed dominance effects can be particularly evident when bilinguals switch between languages in a single conversation, says Gollan.

Navigating such interference could perhaps be part of what makes it hard for an adult to learn a new language, especially if they have grown up monolingual. One thing that might help is immersing yourself in the environment of the foreign language. “You are creating a context in which you are strongly holding back this other language, so that gives room for the other (new) language to become stronger,” says Matt Goldrick, a professor of linguistics at Northwestern University in Evanston, Illinois. “When you return from that immersion experience, hopefully you can better manage that competition,” he adds. “That competition will never go away, you just get better at managing it.”

Managing competition is certainly something that multilinguals do tend to have a lot of practice in. Many researchers argue that this brings them certain cognitive advantages — although it is worth noting that the jury’s still out on this, with others saying their own research does not show reliable evidence for a bilingual cognitive advantage. In any case, using languages is arguably one of the most complex activities humans learn how to do. And having to manage multiple languages has been linked to cognitive benefits in many studies, depending on task and age. Some studies have shown bilinguals perform better, for example, in activities when participants have to focus on counterintuitive information. Speaking multiple languages has also been linked to delayed onset of dementia symptoms. And of course, multilingualism brings many obvious benefits beyond the brain, not least the social benefit of being able to speak to many people.

Internet: http://www.bbc.com/ (adapted).

Based on text 9A1, it is correct to affirm that immersing oneself in the foreign language environment might help because it

A

develops new cognitive advantages in the foreign language.

B

creates an opportunity for the foreign language to become stronger.

C

makes adult learners simulate the method through which bilingual children learn languages.

D

makes the foreign language win the competition against the native language.

E

avoids slip-ups in the foreign language’s vocabulary, grammar and accent.

Você errou! Resposta:

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Q2364890

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Camaçari - BA Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Camaçari - BA - Professor - Disciplina: Língua Inglesa |

Q2364890 Inglês

No contexto do ensino e da aprendizagem da língua inglesa na educação básica, a avaliação deve ser

A

centrada no professor, com foco na transmissão de conteúdos.

B

centrada no aluno, com foco no desenvolvimento apenas de competências.

C

uma combinação de avaliações tradicionais e alternativas, com foco centrado no aluno.

D

realizada apenas por meio de provas escritas.

E

realizada apenas por meio de atividades práticas.

Você errou! Resposta:

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Q2364889

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Camaçari - BA Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Camaçari - BA - Professor - Disciplina: Língua Inglesa |

Q2364889 Inglês

No âmbito da avaliação no ensino e na aprendizagem de língua inglesa na educação básica, a avaliação formativa

I tem como principal função auxiliar o desenvolvimento contínuo dos alunos.
II é projetada para fornecer reconhecimento aos melhores alunos de cada turma, permitindo-lhes comprovarem suas áreas de destaque por meio de um certificado.
III destina-se a classificar os alunos em níveis de proficiência, fornecer notas finais e comparar seu desempenho com o de outros alunos.
IV é uma ferramenta valiosa para orientar o processo de aprendizado, identificar áreas que precisam de melhoria e promover o crescimento contínuo dos estudantes.

Assinale a opção correta.

A

Apenas o item I está certo.

B

Apenas os itens I e II estão certos.

C

Apenas os itens III e IV estão certos.

D

Apenas os itens I e IV estão certos.

E

Todos os itens estão certos.

Você errou! Resposta:

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Q2364883

Ano: 2024 Banca: CESPE / CEBRASPE Órgão: Prefeitura de Camaçari - BA Prova: CESPE / CEBRASPE - 2024 - Prefeitura de Camaçari - BA - Professor - Disciplina: Língua Inglesa |

Q2364883 Inglês

Cada cultura é dotada de um “estilo” particular que se exprime através da língua, das crenças, dos costumes, da arte — mas não apenas desta maneira. Esse estilo, esse “espírito” próprio a cada cultura influi sobre o comportamento dos indivíduos.

Denys Cuche. A noção de cultura nas ciências sociais. 2.ª ed. Bauru: EUDSC, 2002 (com adaptações).

Considerando as ideias do fragmento de texto precedente e o impacto das relações entre língua, cultura e sociedade sobre o ensino do inglês, assinale a opção correta.

A

Não é necessário pensar em aspectos culturais quando se ensina língua inglesa na escola.

B

O ensino do inglês deve ser compreendido como uma busca pelo alcance das características linguísticas e culturais dos falantes nativos da língua.

C

A cultura é importante em uma sala de aula de língua inglesa, mas apenas a cultura dos Estados Unidos da América (EUA) e da Inglaterra, uma vez que estes são países em que o inglês é o idioma materno.

D

O entendimento do inglês como língua franca favorece uma educação linguística voltada para a interculturalidade, isto é, para o reconhecimento e o respeito das diferenças e para a compreensão de como elas são produzidas nas diversas práticas sociais de linguagem.

E

Ensinar inglês é aproximar os estudantes das questões culturais dos países hegemônicos falantes desse idioma, em detrimento da própria cultura.

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