Questões de Concurso Comentadas sobre inglês
Foram encontradas 12.328 questões
Ano: 2023
Banca:
CESPE / CEBRASPE
Órgão:
TC-DF
Prova:
CESPE / CEBRASPE - 2023 - TC-DF - Auditor de Controle Externo – Área Especializada – Especialidade Tecnologia da Informação – Orientação Sistemas de TI |
Q2341033
Inglês
Texto associado
Text 1A1-I
Hydrogen is viewed as a promising alternative to fossil
fuel, but the methods used to make it either generate too much
carbon dioxide or are too expensive. Rice University researchers
have found a way to harvest hydrogen from plastic waste using a
low-emission method that could more than pay for itself.
By comparison, “green” hydrogen ⎯ produced using
renewable energy sources to split water into its two component
elements ⎯ costs roughly US$ 5 for just over two pounds. Though
cheaper, most of the nearly 100 million tons of hydrogen used
globally in 2022 was derived from fossil fuels, its production
generating roughly 12 tons of carbon dioxide per ton of
hydrogen.
The researchers exposed plastic waste samples to rapid
flash Joule, bringing their temperature up to 3100 Kelvin.
“We demonstrated that we are able to recover up to 68% of that
atomic hydrogen as gas with a 94% purity,” Kevin Wyss said.
“I hope that this work will allow for the production of clean
hydrogen from waste plastics, possibly solving major
environmental problems like plastic pollution and the greenhouse
gas-intensive production of hydrogen by steam-methane
reforming.”
Internet: <news.rice.edu> (adapted).
Based on text 1A1-I, judge the following item.
The pronoun “their” (first sentence of the third paragraph)
refers back to “plastic waste samples”.
Ano: 2023
Banca:
CESPE / CEBRASPE
Órgão:
TC-DF
Prova:
CESPE / CEBRASPE - 2023 - TC-DF - Auditor de Controle Externo – Área Especializada – Especialidade Tecnologia da Informação – Orientação Sistemas de TI |
Q2341032
Inglês
Texto associado
Text 1A1-I
Hydrogen is viewed as a promising alternative to fossil
fuel, but the methods used to make it either generate too much
carbon dioxide or are too expensive. Rice University researchers
have found a way to harvest hydrogen from plastic waste using a
low-emission method that could more than pay for itself.
By comparison, “green” hydrogen ⎯ produced using
renewable energy sources to split water into its two component
elements ⎯ costs roughly US$ 5 for just over two pounds. Though
cheaper, most of the nearly 100 million tons of hydrogen used
globally in 2022 was derived from fossil fuels, its production
generating roughly 12 tons of carbon dioxide per ton of
hydrogen.
The researchers exposed plastic waste samples to rapid
flash Joule, bringing their temperature up to 3100 Kelvin.
“We demonstrated that we are able to recover up to 68% of that
atomic hydrogen as gas with a 94% purity,” Kevin Wyss said.
“I hope that this work will allow for the production of clean
hydrogen from waste plastics, possibly solving major
environmental problems like plastic pollution and the greenhouse
gas-intensive production of hydrogen by steam-methane
reforming.”
Internet: <news.rice.edu> (adapted).
Based on text 1A1-I, judge the following item.
One of the drawbacks about the current forms of extraction
of hydrogen as fuel is the elevated cost.
Ano: 2023
Banca:
IVIN
Órgão:
Prefeitura de Santana do Piauí - PI
Prova:
IVIN - 2023 - Prefeitura de Santana do Piauí - PI - Professor de Inglês |
Q2337766
Inglês
Texto associado
Text 2
Communicative Language Teaching aims broadly to
apply the theoretical perspective of the
Communicative Approach by making communicative
competence the goal of language teaching and by
acknowledging the interdependence of language and
communication. What this looks like in the
classroom may depend on how the tenets are
interpreted and applied. Nevertheless, we will follow
our usual way of und erstanding the theor y and
ussocia rcd practices by visiting a class in which a
form of Communicative Language Teaching is being
practiced. The class we will visit is one being
conducted for adult immigrants to Canada . These
twenty people have lived in Canada for two years
and are at a high-intermediate level of English
proficiency. They meet two evenings a week for two
hours each class.
LARSEN-FREEMAN, Diane. Techniques and Principles in Language
Teaching. 3rd ed. Oxford ; New York: Oxford University Press,
2011.
Which of the following sentences are an
examples of a phrasal verbs?
I. Peter Russo called out to me from across the street. II. Look at that beautiful night! III. Let’s go over the math lesson. IV. How come she’s so upset.
Which ones are correct?
I. Peter Russo called out to me from across the street. II. Look at that beautiful night! III. Let’s go over the math lesson. IV. How come she’s so upset.
Which ones are correct?
Ano: 2023
Banca:
IVIN
Órgão:
Prefeitura de Santana do Piauí - PI
Prova:
IVIN - 2023 - Prefeitura de Santana do Piauí - PI - Professor de Inglês |
Q2337765
Inglês
Texto associado
Text 2
Communicative Language Teaching aims broadly to
apply the theoretical perspective of the
Communicative Approach by making communicative
competence the goal of language teaching and by
acknowledging the interdependence of language and
communication. What this looks like in the
classroom may depend on how the tenets are
interpreted and applied. Nevertheless, we will follow
our usual way of und erstanding the theor y and
ussocia rcd practices by visiting a class in which a
form of Communicative Language Teaching is being
practiced. The class we will visit is one being
conducted for adult immigrants to Canada . These
twenty people have lived in Canada for two years
and are at a high-intermediate level of English
proficiency. They meet two evenings a week for two
hours each class.
LARSEN-FREEMAN, Diane. Techniques and Principles in Language
Teaching. 3rd ed. Oxford ; New York: Oxford University Press,
2011.
Which combination of words below, follow the
same plural rules?
Ano: 2023
Banca:
IVIN
Órgão:
Prefeitura de Santana do Piauí - PI
Prova:
IVIN - 2023 - Prefeitura de Santana do Piauí - PI - Professor de Inglês |
Q2337764
Inglês
Texto associado
Text 2
Communicative Language Teaching aims broadly to
apply the theoretical perspective of the
Communicative Approach by making communicative
competence the goal of language teaching and by
acknowledging the interdependence of language and
communication. What this looks like in the
classroom may depend on how the tenets are
interpreted and applied. Nevertheless, we will follow
our usual way of und erstanding the theor y and
ussocia rcd practices by visiting a class in which a
form of Communicative Language Teaching is being
practiced. The class we will visit is one being
conducted for adult immigrants to Canada . These
twenty people have lived in Canada for two years
and are at a high-intermediate level of English
proficiency. They meet two evenings a week for two
hours each class.
LARSEN-FREEMAN, Diane. Techniques and Principles in Language
Teaching. 3rd ed. Oxford ; New York: Oxford University Press,
2011.
What alternative presentes a wrong use of the
possessive case?
Ano: 2023
Banca:
IVIN
Órgão:
Prefeitura de Santana do Piauí - PI
Prova:
IVIN - 2023 - Prefeitura de Santana do Piauí - PI - Professor de Inglês |
Q2337762
Inglês
Texto associado
Text 2
Communicative Language Teaching aims broadly to
apply the theoretical perspective of the
Communicative Approach by making communicative
competence the goal of language teaching and by
acknowledging the interdependence of language and
communication. What this looks like in the
classroom may depend on how the tenets are
interpreted and applied. Nevertheless, we will follow
our usual way of und erstanding the theor y and
ussocia rcd practices by visiting a class in which a
form of Communicative Language Teaching is being
practiced. The class we will visit is one being
conducted for adult immigrants to Canada . These
twenty people have lived in Canada for two years
and are at a high-intermediate level of English
proficiency. They meet two evenings a week for two
hours each class.
LARSEN-FREEMAN, Diane. Techniques and Principles in Language
Teaching. 3rd ed. Oxford ; New York: Oxford University Press,
2011.
The past simple and past participle of the verb
“to tear” are, respectively,
Ano: 2023
Banca:
IVIN
Órgão:
Prefeitura de Santana do Piauí - PI
Prova:
IVIN - 2023 - Prefeitura de Santana do Piauí - PI - Professor de Inglês |
Q2337761
Inglês
Texto associado
Text 2
Communicative Language Teaching aims broadly to
apply the theoretical perspective of the
Communicative Approach by making communicative
competence the goal of language teaching and by
acknowledging the interdependence of language and
communication. What this looks like in the
classroom may depend on how the tenets are
interpreted and applied. Nevertheless, we will follow
our usual way of und erstanding the theor y and
ussocia rcd practices by visiting a class in which a
form of Communicative Language Teaching is being
practiced. The class we will visit is one being
conducted for adult immigrants to Canada . These
twenty people have lived in Canada for two years
and are at a high-intermediate level of English
proficiency. They meet two evenings a week for two
hours each class.
LARSEN-FREEMAN, Diane. Techniques and Principles in Language
Teaching. 3rd ed. Oxford ; New York: Oxford University Press,
2011.
Which of the following sentences is an example
of second conditional structure?
Ano: 2023
Banca:
IVIN
Órgão:
Prefeitura de Santana do Piauí - PI
Prova:
IVIN - 2023 - Prefeitura de Santana do Piauí - PI - Professor de Inglês |
Q2337760
Inglês
Texto associado
Text 2
Communicative Language Teaching aims broadly to
apply the theoretical perspective of the
Communicative Approach by making communicative
competence the goal of language teaching and by
acknowledging the interdependence of language and
communication. What this looks like in the
classroom may depend on how the tenets are
interpreted and applied. Nevertheless, we will follow
our usual way of und erstanding the theor y and
ussocia rcd practices by visiting a class in which a
form of Communicative Language Teaching is being
practiced. The class we will visit is one being
conducted for adult immigrants to Canada . These
twenty people have lived in Canada for two years
and are at a high-intermediate level of English
proficiency. They meet two evenings a week for two
hours each class.
LARSEN-FREEMAN, Diane. Techniques and Principles in Language
Teaching. 3rd ed. Oxford ; New York: Oxford University Press,
2011.
About the Communicative Language Teaching,
its the typical features are:
Ano: 2023
Banca:
IVIN
Órgão:
Prefeitura de Santana do Piauí - PI
Prova:
IVIN - 2023 - Prefeitura de Santana do Piauí - PI - Professor de Inglês |
Q2337759
Inglês
Texto associado
Text 1
The latest evolution of The Color Purple story is coming to the
big screen soon—and as the premiere gets closer and closer,
we’re getting more sneak peeks into that magic!
Oprah has joined forces with Steven Spielberg, Quincy Jones,
and Scott Sanders to bring The Color Purple musical—which
premiered on Broadway in 2005—to life. “To reinvent the
movie at this time is to reinvent a phenomenon,” says Oprah.
The film has an official release date: December 25, 2023—so
that’s your post-Christmas plans, sorted.
In 1985, Oprah made her acting debut as Sofia in Spielberg’s
adaptation of Alice Walker’s novel—and earned an Academy
Award nomination. Oprah said she felt “deep down joy” while
filming The Color Purple. “Being in that movie changed
everything for me. I was doing work that I loved, and I was
surrounded by others who were equally passionate. I was so
happy every day,” she said.
Oprah calls Walker’s seminal novel, first published in 1983, one
of the “national anthems for women’s empowerment.” Celie,
the protagonist of The Color Purple, endures the unimaginable
while growing up in rural Georgia—and triumphs, thanks in part
to the support of the book’s other women protagonists, Sofia
and Shug Avery.
IT’S ONE OF THE NATIONAL ANTHEMS FOR WOMEN’S EMPOWERMENT. —OPRAH
In addition to the talented cast and crew of actors and singers (more on that below), the 2023 film is directed by
Blitz Bazawule (who also helmed Beyoncé’s Black Is King). Marcus Gardley (The Chi) wrote the script, which Oprah
says is now infused with a kind of magical realism: “We get to see and feel what’s going on in Celie’s imagination.”
Oprah was deeply invested in 2023’s The Color Purple, including choosing the perfect person for each role. Here
are her thoughts on the casting choices and everything else you need to know about this next evolution of The
Color Purple.
Available in:<https://www.oprahdaily.com/entertainment/a37871805/color-purple-movie-musical-cast-release-date-news/>
Analyze the following sentences below about
the excerpt of the text 1 “Oprah was deeply invested
in 2023’s The Color Purple, including choosing the
perfect person for each role. Here are her thoughts
on the casting choices and everything else you need
to know about this next evolution of The Color
Purple”.
I. In the structure “Oprah was deeply invested” the word “deeply” is as adjective.
II. The structure “the perfect person for each role.” is a nominal group connected to preposition “for” and the headnoun is “role”.
III. The word “invested” can be replace by “take part”.
IV. In the expression “on the casting choices” it refers to actor or actress in a play or film means to choose them to act a particular role in it.
Which ones are correct?
I. In the structure “Oprah was deeply invested” the word “deeply” is as adjective.
II. The structure “the perfect person for each role.” is a nominal group connected to preposition “for” and the headnoun is “role”.
III. The word “invested” can be replace by “take part”.
IV. In the expression “on the casting choices” it refers to actor or actress in a play or film means to choose them to act a particular role in it.
Which ones are correct?
Ano: 2023
Banca:
SELECON
Órgão:
SEDUC-MT
Prova:
SELECON - 2023 - SEDUC-MT - Professor da Educação Básica - Letras - Língua Inglesa |
Q2335666
Inglês
Texto associado
TEXT:
How do people overcome fossilization and achieve nativelike fluency in second language acquisition?
There are a lot of common misconceptions about fossilization
and language development. It's impossible to correct all of them
in a post here, but I'll address a few that have been mentioned
below.
Fossilization is a stage at which a second language speaker
seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a
reasonable analogy. The comparison wherein "the L2 learner has
his own linguistic system" that's still influenced by L1 and other
things is known as the "interlanguage." The question researchers
cannot conclusively answer is whether or not that "plateau" is
reversible after a certain point, be it age, fluency level, etc., in
order to start making progress again.
Different people are motivated by different things, which range
from need (to pass a test, to get a job, to watch movies without
subtitles, to make friends, etc.) to learning style (preferring to
study from texts, liking/disliking impromptu, small-talk with people
just to practice, preference for/against learning formal rules, and
aptitude). It is easy to remember verb conjugations. There is no
single formula.
Finding someone who can correct your errors tactfully and
effectively most certainly does not need to be demotivating,
depressing or draining whatsoever. I'm a very fluent non-native
speaker of Spanish, and I actively request that my native speaker
(NS) friends correct me when I make a mistake, or use a phrase
that sounds funny in their dialect, etc. How else will I learn?
It's fascinating to learn little details like that now after so many
years. As long as they don't do it in a mocking or condescending
way, or at a socially inappropriate time, why wouldn't I want their
help? Of course, if you correct a beginner every time they try to
utter a sentence, it could be discouraging - and obnoxious - but
everything in moderation.
One of the biggest cognitive challenges is whether or not L2
speakers can learn to consciously notice differences between
their L2 efforts and the way a NS talks. There are decades of
research on this (my own included) and I'll gladly give references
if anyone actually cares. Noticing falls into two broad categories.
First, the ability to "notice the gap," i.e. hear a NS say a
sentence and think, "Hmm, I understand what he meant but I've
never heard that word before; it must mean ___" or "I know what
he meant but it would not have occurred to me to say it that
way; I'll try to remember that for later." The second is the ability
to "notice the hole," i.e. when the L2 learner is trying to speak/
write and realizes that his "interlanguage" lacks a word, sound or
structure needed to accurately convey his own thought. If he can
seek the input necessary to fill the hole, he has a much stronger
chance of acquiring it. The thought processes involved during
that moment are holding the forms (or lack thereof) in working
memory, and the longer it stays there for further processing, the
greater the possibility that it is retained in long-term memory for
later use. The NS interlocutor can help promote noticing through
corrective feedback (also a subject of decades of research, for
which I'm also happy to provide resources if anyone is genuinely
interested.)
I have been using a variety of strategies for years as a language
coach when working with my clients, whether helping IT executives
from India and Egypt learn to write more grammatically accurate
e-mail or helping priests from Nigeria improve prosodic aspects
of their pronunciation (i.e. stress and intonation patterns.)
Each person is different. I have found no evidence to support
the argument that a person who has fossilized cannot begin to
make progress again toward a more target-like L2 use at least
in some areas, with the right motivation, input and effort. The
question is only about how much progress, in what areas, in
how much time, and through what methods.
Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition
Acesso em 22/09/2023
No último parágrafo do texto, os termos from e or são
classificados, respectivamente, como:
Ano: 2023
Banca:
SELECON
Órgão:
SEDUC-MT
Prova:
SELECON - 2023 - SEDUC-MT - Professor da Educação Básica - Letras - Língua Inglesa |
Q2335665
Inglês
Texto associado
TEXT:
How do people overcome fossilization and achieve nativelike fluency in second language acquisition?
There are a lot of common misconceptions about fossilization
and language development. It's impossible to correct all of them
in a post here, but I'll address a few that have been mentioned
below.
Fossilization is a stage at which a second language speaker
seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a
reasonable analogy. The comparison wherein "the L2 learner has
his own linguistic system" that's still influenced by L1 and other
things is known as the "interlanguage." The question researchers
cannot conclusively answer is whether or not that "plateau" is
reversible after a certain point, be it age, fluency level, etc., in
order to start making progress again.
Different people are motivated by different things, which range
from need (to pass a test, to get a job, to watch movies without
subtitles, to make friends, etc.) to learning style (preferring to
study from texts, liking/disliking impromptu, small-talk with people
just to practice, preference for/against learning formal rules, and
aptitude). It is easy to remember verb conjugations. There is no
single formula.
Finding someone who can correct your errors tactfully and
effectively most certainly does not need to be demotivating,
depressing or draining whatsoever. I'm a very fluent non-native
speaker of Spanish, and I actively request that my native speaker
(NS) friends correct me when I make a mistake, or use a phrase
that sounds funny in their dialect, etc. How else will I learn?
It's fascinating to learn little details like that now after so many
years. As long as they don't do it in a mocking or condescending
way, or at a socially inappropriate time, why wouldn't I want their
help? Of course, if you correct a beginner every time they try to
utter a sentence, it could be discouraging - and obnoxious - but
everything in moderation.
One of the biggest cognitive challenges is whether or not L2
speakers can learn to consciously notice differences between
their L2 efforts and the way a NS talks. There are decades of
research on this (my own included) and I'll gladly give references
if anyone actually cares. Noticing falls into two broad categories.
First, the ability to "notice the gap," i.e. hear a NS say a
sentence and think, "Hmm, I understand what he meant but I've
never heard that word before; it must mean ___" or "I know what
he meant but it would not have occurred to me to say it that
way; I'll try to remember that for later." The second is the ability
to "notice the hole," i.e. when the L2 learner is trying to speak/
write and realizes that his "interlanguage" lacks a word, sound or
structure needed to accurately convey his own thought. If he can
seek the input necessary to fill the hole, he has a much stronger
chance of acquiring it. The thought processes involved during
that moment are holding the forms (or lack thereof) in working
memory, and the longer it stays there for further processing, the
greater the possibility that it is retained in long-term memory for
later use. The NS interlocutor can help promote noticing through
corrective feedback (also a subject of decades of research, for
which I'm also happy to provide resources if anyone is genuinely
interested.)
I have been using a variety of strategies for years as a language
coach when working with my clients, whether helping IT executives
from India and Egypt learn to write more grammatically accurate
e-mail or helping priests from Nigeria improve prosodic aspects
of their pronunciation (i.e. stress and intonation patterns.)
Each person is different. I have found no evidence to support
the argument that a person who has fossilized cannot begin to
make progress again toward a more target-like L2 use at least
in some areas, with the right motivation, input and effort. The
question is only about how much progress, in what areas, in
how much time, and through what methods.
Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition
Acesso em 22/09/2023
Dentre as frases abaixo, todas retiradas do texto, aquela
que pode ser reescrita no presente perfeito, sem que haja
alteração no significado, é:
Ano: 2023
Banca:
SELECON
Órgão:
SEDUC-MT
Prova:
SELECON - 2023 - SEDUC-MT - Professor da Educação Básica - Letras - Língua Inglesa |
Q2335664
Inglês
Texto associado
TEXT:
How do people overcome fossilization and achieve nativelike fluency in second language acquisition?
There are a lot of common misconceptions about fossilization
and language development. It's impossible to correct all of them
in a post here, but I'll address a few that have been mentioned
below.
Fossilization is a stage at which a second language speaker
seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a
reasonable analogy. The comparison wherein "the L2 learner has
his own linguistic system" that's still influenced by L1 and other
things is known as the "interlanguage." The question researchers
cannot conclusively answer is whether or not that "plateau" is
reversible after a certain point, be it age, fluency level, etc., in
order to start making progress again.
Different people are motivated by different things, which range
from need (to pass a test, to get a job, to watch movies without
subtitles, to make friends, etc.) to learning style (preferring to
study from texts, liking/disliking impromptu, small-talk with people
just to practice, preference for/against learning formal rules, and
aptitude). It is easy to remember verb conjugations. There is no
single formula.
Finding someone who can correct your errors tactfully and
effectively most certainly does not need to be demotivating,
depressing or draining whatsoever. I'm a very fluent non-native
speaker of Spanish, and I actively request that my native speaker
(NS) friends correct me when I make a mistake, or use a phrase
that sounds funny in their dialect, etc. How else will I learn?
It's fascinating to learn little details like that now after so many
years. As long as they don't do it in a mocking or condescending
way, or at a socially inappropriate time, why wouldn't I want their
help? Of course, if you correct a beginner every time they try to
utter a sentence, it could be discouraging - and obnoxious - but
everything in moderation.
One of the biggest cognitive challenges is whether or not L2
speakers can learn to consciously notice differences between
their L2 efforts and the way a NS talks. There are decades of
research on this (my own included) and I'll gladly give references
if anyone actually cares. Noticing falls into two broad categories.
First, the ability to "notice the gap," i.e. hear a NS say a
sentence and think, "Hmm, I understand what he meant but I've
never heard that word before; it must mean ___" or "I know what
he meant but it would not have occurred to me to say it that
way; I'll try to remember that for later." The second is the ability
to "notice the hole," i.e. when the L2 learner is trying to speak/
write and realizes that his "interlanguage" lacks a word, sound or
structure needed to accurately convey his own thought. If he can
seek the input necessary to fill the hole, he has a much stronger
chance of acquiring it. The thought processes involved during
that moment are holding the forms (or lack thereof) in working
memory, and the longer it stays there for further processing, the
greater the possibility that it is retained in long-term memory for
later use. The NS interlocutor can help promote noticing through
corrective feedback (also a subject of decades of research, for
which I'm also happy to provide resources if anyone is genuinely
interested.)
I have been using a variety of strategies for years as a language
coach when working with my clients, whether helping IT executives
from India and Egypt learn to write more grammatically accurate
e-mail or helping priests from Nigeria improve prosodic aspects
of their pronunciation (i.e. stress and intonation patterns.)
Each person is different. I have found no evidence to support
the argument that a person who has fossilized cannot begin to
make progress again toward a more target-like L2 use at least
in some areas, with the right motivation, input and effort. The
question is only about how much progress, in what areas, in
how much time, and through what methods.
Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition
Acesso em 22/09/2023
No segundo parágrafo do texto, as abreviações L1 e L2
são utilizadas para indicar língua materna e língua estrangeira,
respectivamente. Para substituir a abreviação que se refere à
língua estrangeira, deve-se usar a expressão:
Ano: 2023
Banca:
SELECON
Órgão:
SEDUC-MT
Prova:
SELECON - 2023 - SEDUC-MT - Professor da Educação Básica - Letras - Língua Inglesa |
Q2335663
Inglês
Texto associado
TEXT:
How do people overcome fossilization and achieve nativelike fluency in second language acquisition?
There are a lot of common misconceptions about fossilization
and language development. It's impossible to correct all of them
in a post here, but I'll address a few that have been mentioned
below.
Fossilization is a stage at which a second language speaker
seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a
reasonable analogy. The comparison wherein "the L2 learner has
his own linguistic system" that's still influenced by L1 and other
things is known as the "interlanguage." The question researchers
cannot conclusively answer is whether or not that "plateau" is
reversible after a certain point, be it age, fluency level, etc., in
order to start making progress again.
Different people are motivated by different things, which range
from need (to pass a test, to get a job, to watch movies without
subtitles, to make friends, etc.) to learning style (preferring to
study from texts, liking/disliking impromptu, small-talk with people
just to practice, preference for/against learning formal rules, and
aptitude). It is easy to remember verb conjugations. There is no
single formula.
Finding someone who can correct your errors tactfully and
effectively most certainly does not need to be demotivating,
depressing or draining whatsoever. I'm a very fluent non-native
speaker of Spanish, and I actively request that my native speaker
(NS) friends correct me when I make a mistake, or use a phrase
that sounds funny in their dialect, etc. How else will I learn?
It's fascinating to learn little details like that now after so many
years. As long as they don't do it in a mocking or condescending
way, or at a socially inappropriate time, why wouldn't I want their
help? Of course, if you correct a beginner every time they try to
utter a sentence, it could be discouraging - and obnoxious - but
everything in moderation.
One of the biggest cognitive challenges is whether or not L2
speakers can learn to consciously notice differences between
their L2 efforts and the way a NS talks. There are decades of
research on this (my own included) and I'll gladly give references
if anyone actually cares. Noticing falls into two broad categories.
First, the ability to "notice the gap," i.e. hear a NS say a
sentence and think, "Hmm, I understand what he meant but I've
never heard that word before; it must mean ___" or "I know what
he meant but it would not have occurred to me to say it that
way; I'll try to remember that for later." The second is the ability
to "notice the hole," i.e. when the L2 learner is trying to speak/
write and realizes that his "interlanguage" lacks a word, sound or
structure needed to accurately convey his own thought. If he can
seek the input necessary to fill the hole, he has a much stronger
chance of acquiring it. The thought processes involved during
that moment are holding the forms (or lack thereof) in working
memory, and the longer it stays there for further processing, the
greater the possibility that it is retained in long-term memory for
later use. The NS interlocutor can help promote noticing through
corrective feedback (also a subject of decades of research, for
which I'm also happy to provide resources if anyone is genuinely
interested.)
I have been using a variety of strategies for years as a language
coach when working with my clients, whether helping IT executives
from India and Egypt learn to write more grammatically accurate
e-mail or helping priests from Nigeria improve prosodic aspects
of their pronunciation (i.e. stress and intonation patterns.)
Each person is different. I have found no evidence to support
the argument that a person who has fossilized cannot begin to
make progress again toward a more target-like L2 use at least
in some areas, with the right motivation, input and effort. The
question is only about how much progress, in what areas, in
how much time, and through what methods.
Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition
Acesso em 22/09/2023
A abreviação “i.e.”, usada no quinto e sexto parágrafos do
texto, representa o termo “id est”, do latim. Seu correspondente
em inglês é:
Ano: 2023
Banca:
SELECON
Órgão:
SEDUC-MT
Prova:
SELECON - 2023 - SEDUC-MT - Professor da Educação Básica - Letras - Língua Inglesa |
Q2335662
Inglês
Texto associado
TEXT:
How do people overcome fossilization and achieve nativelike fluency in second language acquisition?
There are a lot of common misconceptions about fossilization
and language development. It's impossible to correct all of them
in a post here, but I'll address a few that have been mentioned
below.
Fossilization is a stage at which a second language speaker
seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a
reasonable analogy. The comparison wherein "the L2 learner has
his own linguistic system" that's still influenced by L1 and other
things is known as the "interlanguage." The question researchers
cannot conclusively answer is whether or not that "plateau" is
reversible after a certain point, be it age, fluency level, etc., in
order to start making progress again.
Different people are motivated by different things, which range
from need (to pass a test, to get a job, to watch movies without
subtitles, to make friends, etc.) to learning style (preferring to
study from texts, liking/disliking impromptu, small-talk with people
just to practice, preference for/against learning formal rules, and
aptitude). It is easy to remember verb conjugations. There is no
single formula.
Finding someone who can correct your errors tactfully and
effectively most certainly does not need to be demotivating,
depressing or draining whatsoever. I'm a very fluent non-native
speaker of Spanish, and I actively request that my native speaker
(NS) friends correct me when I make a mistake, or use a phrase
that sounds funny in their dialect, etc. How else will I learn?
It's fascinating to learn little details like that now after so many
years. As long as they don't do it in a mocking or condescending
way, or at a socially inappropriate time, why wouldn't I want their
help? Of course, if you correct a beginner every time they try to
utter a sentence, it could be discouraging - and obnoxious - but
everything in moderation.
One of the biggest cognitive challenges is whether or not L2
speakers can learn to consciously notice differences between
their L2 efforts and the way a NS talks. There are decades of
research on this (my own included) and I'll gladly give references
if anyone actually cares. Noticing falls into two broad categories.
First, the ability to "notice the gap," i.e. hear a NS say a
sentence and think, "Hmm, I understand what he meant but I've
never heard that word before; it must mean ___" or "I know what
he meant but it would not have occurred to me to say it that
way; I'll try to remember that for later." The second is the ability
to "notice the hole," i.e. when the L2 learner is trying to speak/
write and realizes that his "interlanguage" lacks a word, sound or
structure needed to accurately convey his own thought. If he can
seek the input necessary to fill the hole, he has a much stronger
chance of acquiring it. The thought processes involved during
that moment are holding the forms (or lack thereof) in working
memory, and the longer it stays there for further processing, the
greater the possibility that it is retained in long-term memory for
later use. The NS interlocutor can help promote noticing through
corrective feedback (also a subject of decades of research, for
which I'm also happy to provide resources if anyone is genuinely
interested.)
I have been using a variety of strategies for years as a language
coach when working with my clients, whether helping IT executives
from India and Egypt learn to write more grammatically accurate
e-mail or helping priests from Nigeria improve prosodic aspects
of their pronunciation (i.e. stress and intonation patterns.)
Each person is different. I have found no evidence to support
the argument that a person who has fossilized cannot begin to
make progress again toward a more target-like L2 use at least
in some areas, with the right motivation, input and effort. The
question is only about how much progress, in what areas, in
how much time, and through what methods.
Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition
Acesso em 22/09/2023
Dentre as orações condicionais abaixo, todas retiradas
do texto, aquela que é classificada como uma “future real
conditional” é:
Ano: 2023
Banca:
SELECON
Órgão:
SEDUC-MT
Prova:
SELECON - 2023 - SEDUC-MT - Professor da Educação Básica - Letras - Língua Inglesa |
Q2335661
Inglês
Texto associado
TEXT:
How do people overcome fossilization and achieve nativelike fluency in second language acquisition?
There are a lot of common misconceptions about fossilization
and language development. It's impossible to correct all of them
in a post here, but I'll address a few that have been mentioned
below.
Fossilization is a stage at which a second language speaker
seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a
reasonable analogy. The comparison wherein "the L2 learner has
his own linguistic system" that's still influenced by L1 and other
things is known as the "interlanguage." The question researchers
cannot conclusively answer is whether or not that "plateau" is
reversible after a certain point, be it age, fluency level, etc., in
order to start making progress again.
Different people are motivated by different things, which range
from need (to pass a test, to get a job, to watch movies without
subtitles, to make friends, etc.) to learning style (preferring to
study from texts, liking/disliking impromptu, small-talk with people
just to practice, preference for/against learning formal rules, and
aptitude). It is easy to remember verb conjugations. There is no
single formula.
Finding someone who can correct your errors tactfully and
effectively most certainly does not need to be demotivating,
depressing or draining whatsoever. I'm a very fluent non-native
speaker of Spanish, and I actively request that my native speaker
(NS) friends correct me when I make a mistake, or use a phrase
that sounds funny in their dialect, etc. How else will I learn?
It's fascinating to learn little details like that now after so many
years. As long as they don't do it in a mocking or condescending
way, or at a socially inappropriate time, why wouldn't I want their
help? Of course, if you correct a beginner every time they try to
utter a sentence, it could be discouraging - and obnoxious - but
everything in moderation.
One of the biggest cognitive challenges is whether or not L2
speakers can learn to consciously notice differences between
their L2 efforts and the way a NS talks. There are decades of
research on this (my own included) and I'll gladly give references
if anyone actually cares. Noticing falls into two broad categories.
First, the ability to "notice the gap," i.e. hear a NS say a
sentence and think, "Hmm, I understand what he meant but I've
never heard that word before; it must mean ___" or "I know what
he meant but it would not have occurred to me to say it that
way; I'll try to remember that for later." The second is the ability
to "notice the hole," i.e. when the L2 learner is trying to speak/
write and realizes that his "interlanguage" lacks a word, sound or
structure needed to accurately convey his own thought. If he can
seek the input necessary to fill the hole, he has a much stronger
chance of acquiring it. The thought processes involved during
that moment are holding the forms (or lack thereof) in working
memory, and the longer it stays there for further processing, the
greater the possibility that it is retained in long-term memory for
later use. The NS interlocutor can help promote noticing through
corrective feedback (also a subject of decades of research, for
which I'm also happy to provide resources if anyone is genuinely
interested.)
I have been using a variety of strategies for years as a language
coach when working with my clients, whether helping IT executives
from India and Egypt learn to write more grammatically accurate
e-mail or helping priests from Nigeria improve prosodic aspects
of their pronunciation (i.e. stress and intonation patterns.)
Each person is different. I have found no evidence to support
the argument that a person who has fossilized cannot begin to
make progress again toward a more target-like L2 use at least
in some areas, with the right motivation, input and effort. The
question is only about how much progress, in what areas, in
how much time, and through what methods.
Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition
Acesso em 22/09/2023
No quarto parágrafo do texto, o termo whatsoever classifica-se
como:
Ano: 2023
Banca:
SELECON
Órgão:
SEDUC-MT
Prova:
SELECON - 2023 - SEDUC-MT - Professor da Educação Básica - Letras - Língua Inglesa |
Q2335660
Inglês
Texto associado
TEXT:
How do people overcome fossilization and achieve nativelike fluency in second language acquisition?
There are a lot of common misconceptions about fossilization
and language development. It's impossible to correct all of them
in a post here, but I'll address a few that have been mentioned
below.
Fossilization is a stage at which a second language speaker
seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a
reasonable analogy. The comparison wherein "the L2 learner has
his own linguistic system" that's still influenced by L1 and other
things is known as the "interlanguage." The question researchers
cannot conclusively answer is whether or not that "plateau" is
reversible after a certain point, be it age, fluency level, etc., in
order to start making progress again.
Different people are motivated by different things, which range
from need (to pass a test, to get a job, to watch movies without
subtitles, to make friends, etc.) to learning style (preferring to
study from texts, liking/disliking impromptu, small-talk with people
just to practice, preference for/against learning formal rules, and
aptitude). It is easy to remember verb conjugations. There is no
single formula.
Finding someone who can correct your errors tactfully and
effectively most certainly does not need to be demotivating,
depressing or draining whatsoever. I'm a very fluent non-native
speaker of Spanish, and I actively request that my native speaker
(NS) friends correct me when I make a mistake, or use a phrase
that sounds funny in their dialect, etc. How else will I learn?
It's fascinating to learn little details like that now after so many
years. As long as they don't do it in a mocking or condescending
way, or at a socially inappropriate time, why wouldn't I want their
help? Of course, if you correct a beginner every time they try to
utter a sentence, it could be discouraging - and obnoxious - but
everything in moderation.
One of the biggest cognitive challenges is whether or not L2
speakers can learn to consciously notice differences between
their L2 efforts and the way a NS talks. There are decades of
research on this (my own included) and I'll gladly give references
if anyone actually cares. Noticing falls into two broad categories.
First, the ability to "notice the gap," i.e. hear a NS say a
sentence and think, "Hmm, I understand what he meant but I've
never heard that word before; it must mean ___" or "I know what
he meant but it would not have occurred to me to say it that
way; I'll try to remember that for later." The second is the ability
to "notice the hole," i.e. when the L2 learner is trying to speak/
write and realizes that his "interlanguage" lacks a word, sound or
structure needed to accurately convey his own thought. If he can
seek the input necessary to fill the hole, he has a much stronger
chance of acquiring it. The thought processes involved during
that moment are holding the forms (or lack thereof) in working
memory, and the longer it stays there for further processing, the
greater the possibility that it is retained in long-term memory for
later use. The NS interlocutor can help promote noticing through
corrective feedback (also a subject of decades of research, for
which I'm also happy to provide resources if anyone is genuinely
interested.)
I have been using a variety of strategies for years as a language
coach when working with my clients, whether helping IT executives
from India and Egypt learn to write more grammatically accurate
e-mail or helping priests from Nigeria improve prosodic aspects
of their pronunciation (i.e. stress and intonation patterns.)
Each person is different. I have found no evidence to support
the argument that a person who has fossilized cannot begin to
make progress again toward a more target-like L2 use at least
in some areas, with the right motivation, input and effort. The
question is only about how much progress, in what areas, in
how much time, and through what methods.
Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition
Acesso em 22/09/2023
No trecho “Finding someone who can correct your
errors tactfully and effectively…”, o termo em destaque recebeu
o sufixo -ING por se tratar de:
Ano: 2023
Banca:
SELECON
Órgão:
SEDUC-MT
Prova:
SELECON - 2023 - SEDUC-MT - Professor da Educação Básica - Letras - Língua Inglesa |
Q2335659
Inglês
Texto associado
TEXT:
How do people overcome fossilization and achieve nativelike fluency in second language acquisition?
There are a lot of common misconceptions about fossilization
and language development. It's impossible to correct all of them
in a post here, but I'll address a few that have been mentioned
below.
Fossilization is a stage at which a second language speaker
seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a
reasonable analogy. The comparison wherein "the L2 learner has
his own linguistic system" that's still influenced by L1 and other
things is known as the "interlanguage." The question researchers
cannot conclusively answer is whether or not that "plateau" is
reversible after a certain point, be it age, fluency level, etc., in
order to start making progress again.
Different people are motivated by different things, which range
from need (to pass a test, to get a job, to watch movies without
subtitles, to make friends, etc.) to learning style (preferring to
study from texts, liking/disliking impromptu, small-talk with people
just to practice, preference for/against learning formal rules, and
aptitude). It is easy to remember verb conjugations. There is no
single formula.
Finding someone who can correct your errors tactfully and
effectively most certainly does not need to be demotivating,
depressing or draining whatsoever. I'm a very fluent non-native
speaker of Spanish, and I actively request that my native speaker
(NS) friends correct me when I make a mistake, or use a phrase
that sounds funny in their dialect, etc. How else will I learn?
It's fascinating to learn little details like that now after so many
years. As long as they don't do it in a mocking or condescending
way, or at a socially inappropriate time, why wouldn't I want their
help? Of course, if you correct a beginner every time they try to
utter a sentence, it could be discouraging - and obnoxious - but
everything in moderation.
One of the biggest cognitive challenges is whether or not L2
speakers can learn to consciously notice differences between
their L2 efforts and the way a NS talks. There are decades of
research on this (my own included) and I'll gladly give references
if anyone actually cares. Noticing falls into two broad categories.
First, the ability to "notice the gap," i.e. hear a NS say a
sentence and think, "Hmm, I understand what he meant but I've
never heard that word before; it must mean ___" or "I know what
he meant but it would not have occurred to me to say it that
way; I'll try to remember that for later." The second is the ability
to "notice the hole," i.e. when the L2 learner is trying to speak/
write and realizes that his "interlanguage" lacks a word, sound or
structure needed to accurately convey his own thought. If he can
seek the input necessary to fill the hole, he has a much stronger
chance of acquiring it. The thought processes involved during
that moment are holding the forms (or lack thereof) in working
memory, and the longer it stays there for further processing, the
greater the possibility that it is retained in long-term memory for
later use. The NS interlocutor can help promote noticing through
corrective feedback (also a subject of decades of research, for
which I'm also happy to provide resources if anyone is genuinely
interested.)
I have been using a variety of strategies for years as a language
coach when working with my clients, whether helping IT executives
from India and Egypt learn to write more grammatically accurate
e-mail or helping priests from Nigeria improve prosodic aspects
of their pronunciation (i.e. stress and intonation patterns.)
Each person is different. I have found no evidence to support
the argument that a person who has fossilized cannot begin to
make progress again toward a more target-like L2 use at least
in some areas, with the right motivation, input and effort. The
question is only about how much progress, in what areas, in
how much time, and through what methods.
Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition
Acesso em 22/09/2023
No trecho “I'll address a few that have been mentioned
below”, pode-se substituir o termo destacado, sem prejuízo de
significado, por:
Ano: 2023
Banca:
SELECON
Órgão:
SEDUC-MT
Prova:
SELECON - 2023 - SEDUC-MT - Professor da Educação Básica - Letras - Língua Inglesa |
Q2335658
Inglês
Texto associado
TEXT:
How do people overcome fossilization and achieve nativelike fluency in second language acquisition?
There are a lot of common misconceptions about fossilization
and language development. It's impossible to correct all of them
in a post here, but I'll address a few that have been mentioned
below.
Fossilization is a stage at which a second language speaker
seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a
reasonable analogy. The comparison wherein "the L2 learner has
his own linguistic system" that's still influenced by L1 and other
things is known as the "interlanguage." The question researchers
cannot conclusively answer is whether or not that "plateau" is
reversible after a certain point, be it age, fluency level, etc., in
order to start making progress again.
Different people are motivated by different things, which range
from need (to pass a test, to get a job, to watch movies without
subtitles, to make friends, etc.) to learning style (preferring to
study from texts, liking/disliking impromptu, small-talk with people
just to practice, preference for/against learning formal rules, and
aptitude). It is easy to remember verb conjugations. There is no
single formula.
Finding someone who can correct your errors tactfully and
effectively most certainly does not need to be demotivating,
depressing or draining whatsoever. I'm a very fluent non-native
speaker of Spanish, and I actively request that my native speaker
(NS) friends correct me when I make a mistake, or use a phrase
that sounds funny in their dialect, etc. How else will I learn?
It's fascinating to learn little details like that now after so many
years. As long as they don't do it in a mocking or condescending
way, or at a socially inappropriate time, why wouldn't I want their
help? Of course, if you correct a beginner every time they try to
utter a sentence, it could be discouraging - and obnoxious - but
everything in moderation.
One of the biggest cognitive challenges is whether or not L2
speakers can learn to consciously notice differences between
their L2 efforts and the way a NS talks. There are decades of
research on this (my own included) and I'll gladly give references
if anyone actually cares. Noticing falls into two broad categories.
First, the ability to "notice the gap," i.e. hear a NS say a
sentence and think, "Hmm, I understand what he meant but I've
never heard that word before; it must mean ___" or "I know what
he meant but it would not have occurred to me to say it that
way; I'll try to remember that for later." The second is the ability
to "notice the hole," i.e. when the L2 learner is trying to speak/
write and realizes that his "interlanguage" lacks a word, sound or
structure needed to accurately convey his own thought. If he can
seek the input necessary to fill the hole, he has a much stronger
chance of acquiring it. The thought processes involved during
that moment are holding the forms (or lack thereof) in working
memory, and the longer it stays there for further processing, the
greater the possibility that it is retained in long-term memory for
later use. The NS interlocutor can help promote noticing through
corrective feedback (also a subject of decades of research, for
which I'm also happy to provide resources if anyone is genuinely
interested.)
I have been using a variety of strategies for years as a language
coach when working with my clients, whether helping IT executives
from India and Egypt learn to write more grammatically accurate
e-mail or helping priests from Nigeria improve prosodic aspects
of their pronunciation (i.e. stress and intonation patterns.)
Each person is different. I have found no evidence to support
the argument that a person who has fossilized cannot begin to
make progress again toward a more target-like L2 use at least
in some areas, with the right motivation, input and effort. The
question is only about how much progress, in what areas, in
how much time, and through what methods.
Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition
Acesso em 22/09/2023
No trecho “Fossilization is a stage at which a second
language speaker seems to cease making progress toward
becoming more target-like in his or her use of the language…”,
os termos em destaque referem-se a:
Ano: 2023
Banca:
SELECON
Órgão:
SEDUC-MT
Prova:
SELECON - 2023 - SEDUC-MT - Professor da Educação Básica - Letras - Língua Inglesa |
Q2335657
Inglês
Texto associado
TEXT:
How do people overcome fossilization and achieve nativelike fluency in second language acquisition?
There are a lot of common misconceptions about fossilization
and language development. It's impossible to correct all of them
in a post here, but I'll address a few that have been mentioned
below.
Fossilization is a stage at which a second language speaker
seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a
reasonable analogy. The comparison wherein "the L2 learner has
his own linguistic system" that's still influenced by L1 and other
things is known as the "interlanguage." The question researchers
cannot conclusively answer is whether or not that "plateau" is
reversible after a certain point, be it age, fluency level, etc., in
order to start making progress again.
Different people are motivated by different things, which range
from need (to pass a test, to get a job, to watch movies without
subtitles, to make friends, etc.) to learning style (preferring to
study from texts, liking/disliking impromptu, small-talk with people
just to practice, preference for/against learning formal rules, and
aptitude). It is easy to remember verb conjugations. There is no
single formula.
Finding someone who can correct your errors tactfully and
effectively most certainly does not need to be demotivating,
depressing or draining whatsoever. I'm a very fluent non-native
speaker of Spanish, and I actively request that my native speaker
(NS) friends correct me when I make a mistake, or use a phrase
that sounds funny in their dialect, etc. How else will I learn?
It's fascinating to learn little details like that now after so many
years. As long as they don't do it in a mocking or condescending
way, or at a socially inappropriate time, why wouldn't I want their
help? Of course, if you correct a beginner every time they try to
utter a sentence, it could be discouraging - and obnoxious - but
everything in moderation.
One of the biggest cognitive challenges is whether or not L2
speakers can learn to consciously notice differences between
their L2 efforts and the way a NS talks. There are decades of
research on this (my own included) and I'll gladly give references
if anyone actually cares. Noticing falls into two broad categories.
First, the ability to "notice the gap," i.e. hear a NS say a
sentence and think, "Hmm, I understand what he meant but I've
never heard that word before; it must mean ___" or "I know what
he meant but it would not have occurred to me to say it that
way; I'll try to remember that for later." The second is the ability
to "notice the hole," i.e. when the L2 learner is trying to speak/
write and realizes that his "interlanguage" lacks a word, sound or
structure needed to accurately convey his own thought. If he can
seek the input necessary to fill the hole, he has a much stronger
chance of acquiring it. The thought processes involved during
that moment are holding the forms (or lack thereof) in working
memory, and the longer it stays there for further processing, the
greater the possibility that it is retained in long-term memory for
later use. The NS interlocutor can help promote noticing through
corrective feedback (also a subject of decades of research, for
which I'm also happy to provide resources if anyone is genuinely
interested.)
I have been using a variety of strategies for years as a language
coach when working with my clients, whether helping IT executives
from India and Egypt learn to write more grammatically accurate
e-mail or helping priests from Nigeria improve prosodic aspects
of their pronunciation (i.e. stress and intonation patterns.)
Each person is different. I have found no evidence to support
the argument that a person who has fossilized cannot begin to
make progress again toward a more target-like L2 use at least
in some areas, with the right motivation, input and effort. The
question is only about how much progress, in what areas, in
how much time, and through what methods.
Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition
Acesso em 22/09/2023
De acordo com o texto, a fossilização pode ser definida
como um:
Ano: 2023
Banca:
FGV
Órgão:
Câmara dos Deputados
Prova:
FGV - 2023 - Câmara dos Deputados - Câmara dos Deputados - Analista Legislativo - Contador - Manhã |
Q2335046
Inglês
Texto associado
The Future Of Accounting:
How Will Digital Transformation Impact Accountants?
In business, as in life, change is the only true constant. From
mitigating unprecedented business disruptors to adapting to new
operational paradigms, professionals in all industries find
themselves dealing with major changes — many of them driven
by emerging technologies.
Accounting is no exception. The profession has moved far
beyond mere bookkeeping and payroll, and like its partner
procurement, it’s taking an increasingly strategic role for forward-thinking businesses. While some pundits say accounting has a
dim future in the digital world of tomorrow, technologies such as
cloud-based data management, process automation and
advanced analytics are actually poised to further elevate
accountants in new and empowering ways.
As far back as 2015, industry leaders were sounding the death
knell for accountants, convinced emerging technologies —
particularly automation — would end in death by digital for
accountancy as we know it. And as recently as 2019, accountants
surveyed by Robert Half on the impact of automation on their
profession expressed concerns about being replaced, having
fewer opportunities for creative problem-solving and an
overdependence on tech in completing daily tasks.
Yet, the events between then and now, including the Covid-19 pandemic, have instead shown that accountants, like other
professionals, need to worry much more about adaptation than
replacement.
There's no question that digital transformation has radically
changed the playing field. Big data has become a rich resource
that needs to be tapped to compete effectively. But for
businesses ready to leverage the potential of digital tools, this
shift is an opportunity, not a threat.
[…]
Both the skill set and the job description for tomorrow's
accountant will be greatly expanded, while still hewing to the
core competencies of the profession. Supported by technology in
a collaborative setting, accounting teams will be populated with
both dedicated accounting professionals and subject matter
experts from other areas of the business.
Tomorrow's accountants may play an advisory role,
welcoming business intelligence and procurement professionals
and working to chart a strategic sourcing plan. They could
leverage data management tools, including augmented reality, to
humanize and contextualize spend data for the C-suite to make
better decisions based on long-term value rather than return on
investment alone.
With more diverse skill sets and greater technical acumen,
accountants can bring their own expertise to teams in other
business units, providing crucial financial intelligence, refining
budgets or ensuring compliance. […]
As a function, accounting may become less about refining
one's skill set through certifications and more about core
competencies that grow over time, with a focus on lifelong
education and skill development required to take on a complex,
ever-changing business environment.
Automation and other data-driven technologies are poised to
free accountants, not constrain them. Organizations that understand the potential and importance of these technologies
— and invest in the tools and training required to help their
accountants take full advantage — will be ahead of the curve.
Tomorrow's accountants will play a more creative and strategic
role in their companies. As a result, their businesses will not only
enjoy more efficient workflows and reap more useful insights
from their accounting processes, but help strengthen their own
resiliency, agility and competitive footing.
Adapted from: https://www.forbes.com/sites/forbestechcouncil/2021/05/19/thefuture-of-accounting-how-will-digital-transformation-impactaccountants/?sh=343b437853fb
Accountants with “greater technical acumen” (7th paragraph) are
considered to be
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