Questões de Concurso Sobre inglês

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In the traditional paradigm, assessment is based on memorization and repetition, while in the complexity paradigm, assessment aims to lead students to reflect and understand, not just to memorize and recite. 

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According to Machado (2009), knowledge about text genres is irrelevant for constructing meaning, as text interpretation is independent of its generic structure.

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Returning assessments to students with additional notes, not just indicating what is correct or incorrect, is a recommended strategy to avoid embarrassment and encourage self-assessment.

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In a noun phrase, the nucleus is always a noun or a noun pronoun. Though it may contain modifiers, determiners, adjectives, and other elements, the nucleus of the phrase is the noun, which provides the main meaning of the expression. Therefore, all noun phrases will have a noun as their central element. 

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When reporting direct yes-no questions in Reported Speech, it is common to introduce a subordinate clause with "if" or "whether". So it is correct to say that the reported sentence "She asked if you were going home" is properly adapted to reported speech.

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The classic definition of competence, proposed by Chomsky, addresses only the knowledge of language structures and rules, without considering its social function. 

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General Didactics is independent of the specific didactics of teaching subjects because its main function is to generalize processes and procedures obtained from the investigation of the sciences that underpin teaching and learning, without considering the methodological peculiarities of each discipline.

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Communicative Language Teaching prioritizes the structural teaching of the English language, without considering communicative proficiency as the main objective.

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Canale and Swain proposed a model of communicative competence that includes four types of competence: grammatical, sociolinguistic, discourse, and strategic, each playing a fundamental role in the effective use of language.

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In the process of reading texts in a foreign language like English, it's essential to have a broad vocabulary knowledge to fully comprehend the text, since the use of authentic texts in the classroom requires students to be able to decode them without any issues, it makes it possible to effectively approach the text in class. 

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Studies related to reading strategies highlight that the reader's prior knowledge does not significantly influence the comprehension of reading texts in a foreign language.

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Educational objectives, contrary to being mere formalities, constitute the backbone of pedagogical planning, demanding deep reflection from the teacher regarding their practice, the content, materials, and methods used, as well as systematically and intentionally guiding the teaching-learning process towards broad and specific goals. 

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The learning psychology proposes that the role of the teacher is essentially to teach, while that of the student is to learn, serving as a bridge between these processes.

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According to Hymes, to be considered competent in communicative terms, it is not sufficient to only know and use the phonology, syntax, and lexicon of the language, but it is also necessary to understand and apply the specific discourse rules of the community in which one is situated. 

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Learning is an exclusively natural and instinctive process, not influenced by cultural or educational experiences.

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The emergence of interest in teaching languages for specific purposes, such as instrumental English, after World War II, was influenced by the development of research in areas such as sociolinguistics and educational psychology. 

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Effective text comprehension only occurs if there is correspondence between the activated knowledge in the text and the reader's world knowledge.

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Adverbial phrases in English can be composed exclusively of an adverb as their central element which does not modify directly a verb. For example: The weather forecast predicted rain quite soon.

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The purpose of teaching is to prioritize the accumulation of knowledge, valuing a mind filled with information which is the only possible way to achieve problem solving skills as it can be observed in classrooms.

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In the libertarian progressive pedagogy, the teacherstudent relationship is horizontal and non-directive, promoting self-management and the freedom of students in their learning.