Questões de Concurso Sobre inglês

The author intended to emphasize the words ‘determines’ and ‘context’ as they had been mentioned previously.

The author italicized the word ‘determines’ to stress the idea of causation; the italics in ‘context’ substitutes for quotation marks.

The words ‘determines’ and ‘context’ were italicized for emphasis since they represent ideas exposed by others, not the author himself.

The italics in the term ‘context’ refers to a newly-coined term in LT methodology; the word ‘determines’ in italics reveals that Schmidt was too authoritative in choosing this term.

Both words (‘determines’ and ‘context’) are terms employed by others and explained by the author of this text.

a historical survey of trends in the EFL scenario.

a journal entry of an in-service teacher diary in her first teaching experience.

a state-of-the-art essay taking stock on recent developments in TEFL.

a textbook on language teaching methodologies for pre-service teachers.

an essay on how to overcome the fear of teaching.

describe the past challenges in TESOL Methods from a historical perspective.

criticize the interpretation of the three major shifts in TESOL Methods as challenging trends.

comment on the three major shifts in TESOL Methods and their influences on current challenging trends.

blame the three major shifts in TESOL Methods for all the current problems in language teaching.

endorse the inappropriateness of the three major shifts in TESOL Methods as guidelines for current challenging trends.

While the high L2 group sounded less accented, more comprehensible and more fluent than the low L2 group, the NS group performed better than both L2 groups in these measures.

Undue or long pauses, repetitions and false starts are dysfluencies imperceptible by listeners.

Since the NS group members had their fluency affected by additional cognitive demands of high workload conditions, fluency measures may be a good indicator of cognitive overload.

Both the amount of retained information and the listeners’ perception of speech are affected by the workload.

High cognitive workload worsens the speech production of low-proficiency L2 speakers.

It is not necessary to refine the scale of language proficiency within realistic scenarios.

It is pointless to monitor and extract relevant data from the communications of pilots and air traffic controllers.

There is an urgent need of highly-specialized equipment to simulate the workplace context for pedagogical purposes.

There must be lifelike L2 training and assessment in air traffic controller–pilot communication under workload conditions.

There is no link between performance dissimilarities and language proficiency in the communication between pilots and air traffic controllers.

the communicative environment in the learners’ workplace does not reflect the challenges of real life communication.

learners will only meet their objective provided they are offered intensive language training and rehearsal in their workplace.

ESP instructors need to be fully knowledgeable in the technical skills required in the learners’ workplace.

ESP instructors are expected to have a general idea of the professional tasks and interactional needs of the learners without a thorough background in technical issues.

ESP instructors must develop an extensive knowledge of aviation as well as of Aviation English in order to help learners cope with the everyday challenges of their workplace.

suffice to help

not be able to help

be very successful in helping

require lengthy efforts to help

make long-lasting contributions to help

“Other implications of the findings...” (line 75)

“...training and assessment purposes,” (line 76)

“learners...” (line 77)

“...L2 skills...” (line 78)

“...workload conditions...” (line 78)

English for Specific Purposes, comprehending the practicing of the language skills needed to behave adequately in the profession.

English for Scientific Professions, involving the learning of the language structures and lexicon used in science and technology.

English for Special Professions, teaching the aural-oral skills necessary to communicate in special professional fields.

English for Special Purposes, including teaching all 4 skills for students of different age and national backgrounds.

English for Specific Purposes, encompassing strategies to teach academic reading proficiency, exclusively.

it should take into account the different amounts of work or the psychological stress undergone by L2 pilots and controllers in their real life environment.

it does not cover as many language skills and proficiency levels as necessary to validate pilots and controllers’ performance in the L2.

it does not consider the ICAO’s language proficiency requirements for aviation professionals.

the number of air traffic controllers and pilots who need to be tested is very large.

the proficiency levels of the high L2 and low L2 groups are very different.

“these learners appear to engage in a nonautomatic, effortful form of processing.” (lines 50-51) – endorsement

“Clearly, the notion of L2 proficiency needs to be clarified…” (lines 59-60) – assertion

“It may be important to continue fine-tuning this scale,” (lines 69-70) – permission

“… under workload conditions similar to those they might face in the workplace.” (lines 78-79) – advice

“This and other pedagogical interventions can often be accomplished…” (lines 79-80) – ability

Stable

Different

Cognitive

Adequate

Compatible

“concurrent” (line 12) and simultaneous.

“hold” (line 41) and deny.

“engage” (line 51) and take part.

“constraints” (line 110) and limitations.

“Ultimately” (line 111) and eventually.

compare the level of L2 proficiency of pilots to that of native language speakers.

discuss the consequences of miscommunication between air traffic controllers and pilots.

comment on the effects of high cognitive overload on air traffic professionals who are native speakers of English.

investigate accentedness, comprehensibility and fluency in L2 controllers and pilots communicating among themselves.

report on the effects of L2 proficiency and workload on speech production and retention of information in pilot-controller interaction.

highly desirable, due to the fact that it is an attempt to improve safety in aviation in the long run.

partially reliable, since the performance of foreign language instructors will not be evaluated.

irrelevant, because it does not seem to take into account the diversity in native languages and cultures across the member states.

contradictory, because, while it intends to evaluate Aviation English on a global basis, only a few countries are willing to take part in the accreditation process.

welcome, since there is concrete evidence to prove that air professionals will be prepared to speak fluent English according to any university business standard.

has already been successfully implemented in thousands of universities around the world.

is meant to evaluate the Aviation English component of flight schools in different countries and cultures.

is meant to evaluate the global performance of flight schools, air traffic controller programs and English language schools in different countries and cultures.

will be mandatory for Aviation English teachers who work in flight schools and programs.

will be a profitable initiative for flight schools and programs due to the high taxes to be charged.

were – restrictions – As a result – be – despite – doubt.

have been – advances – So – are – but no – suspicion.

has been – progress – However – be – as well as – misinformation.

used to be – improvements – Hence – are – instead of – misunderstanding.

had been – drawbacks – Nevertheless – have been – together with – opportunism.

“Unfortunately, the coding mechanisms for recording cause of failure often obscure the role of language.” (lines 5-7)

“By contrast, there is substantial evidence to support the claim that ‘effective communication in global airspace …will become even more important tomorrow.’ ” (lines 14-16)

“Additionally, there are clear indicators that per capita air travel traffic, which increases with wealth, is about to undergo dramatic shifts in demography.” (lines 22-24)

“Accreditation is a common element of education systems all over the world. Some accreditation agencies are general, and assess overall performance, while others are specific to a particular task.” (lines 47-50)

“Instead, it would focus only on the Aviation English component of that school or program, and assess it only with respect to the stated ICAO (International Civil Aviation Organization) standards and benchmarks for Aviation English.” (lines 54-58)

The way things are going I should be back in Rome soon.

Intended to relieve pressure on the most popular courses, the system should be up and running by this coming spring.

I should refrain from attempts to exercise your brain if I were you,’ he advised her tautly.

I should like to bring in my support for the first speaker, but actually I’ve more agreement with the last woman speaker.

Drivers who persistently drive over the limit should think how they would feel if a speeding motorist kills one of their loved ones.

“...such data,” (line 8) refers to “...several airplane crashes,” (line 4).

“ ...the historically-dominant region...” (lines 20-21) refers to “...the Asia-Pacific region,” (line 18).

“...those criteria...” (line 42) refers to “...peer evaluations...” (line 41).

“...others...” (line 49) refers to “...accreditation agencies...” (line 48).

“These two bodies...” (lines 67-68) refers to “...universities...” (line 67) and “...schools of business...” (line 64).