Questões de Concurso Sobre inglês
Foram encontradas 17.625 questões
TEXT 8
“As far as practical conditions and educational relevance are concerned, virtually no major change has occurred in order to justify reframing our teaching. However, in what concerns social relevance, it is undeniable that the growth of the Internet has provided a new context for the use of the English language outside schools. For that reason, it is my belief that skills other than reading may now be taught in our classes without representing a return to a rationale that is alien to our schools. The teaching of writing in the context of Internet genres and practices is definitely necessary, if we want our students to have their own voice, becoming able to project their own local identities in global contexts.”
ALMEIDA, R. L. T. The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices. Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 12, n. 2, 2012, p. 347.
The same word may belong to different word classes. In text 8, for example, the word "alien" is an adjective, but it could also be a noun in another context.
Select the group of words below in which there is ONE element that belongs to only one word class.
TEXT 8
“As far as practical conditions and educational relevance are concerned, virtually no major change has occurred in order to justify reframing our teaching. However, in what concerns social relevance, it is undeniable that the growth of the Internet has provided a new context for the use of the English language outside schools. For that reason, it is my belief that skills other than reading may now be taught in our classes without representing a return to a rationale that is alien to our schools. The teaching of writing in the context of Internet genres and practices is definitely necessary, if we want our students to have their own voice, becoming able to project their own local identities in global contexts.”
ALMEIDA, R. L. T. The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices. Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 12, n. 2, 2012, p. 347.
Read the sentences below and decide which ones are in accordance with the ideas presented in the text. Mark the most adequate answer A-D.
I. The internet has introduced a new relevance for learning a foreign language.
II. Practical conditions and educational relevance have justified changes to teaching.
III. The use of the English language outside schools has always been considered relevant.
IV. The author claims that reading should be the focus of teaching English in schools.
V. Producing internet related texts may be a way to empower our students.
The correct option is
TEXT 7
“This, then, is the site of resistance, change, adaptation and reformulation. It is akin to what Canagarajah (1999) in his discussion of resistance to the global spread of English describes as a ‘resistance perspective’, highlighting the ways in which postcolonial subjects ‘may find ways to negotiate, alter and oppose political structures, and reconstruct their languages, cultures and identities to their advantage. The intention is not to reject English, but to reconstitute it in more inclusive, ethical and democratic terms.”
PENNYCOOK, A. Global Englishes and Transcultural Flows. New York: Routledge, 2007, p. 29.
The sentence that best preserves the meaning of the following excerpt “The intention is not to reject English,
but to reconstitute it.” is:
TEXT 6
“Probably the best-known and most often cited dimension of the WE (World Englishes) paradigm is the model of concentric circles: the ‘norm-providing’ inner circle, where English is spoken as a native language (ENL), the ‘norm-developing’ outer circle, where it is a second language (ESL), and the ‘norm-dependent’ expanding circle, where it is a foreign language (EFL). Although only ‘tentatively labelled’ (Kachru, 1985, p.12) in earlier versions, it has been claimed more recently that ‘the circles model is valid in the senses of earlier historical and political contexts, the dynamic diachronic advance of English around the world, and the functions and standards to which its users relate English in its many current global incarnations’ (Kachru and Nelson, 1996, p. 78).”
PENNYCOOK, A. Global Englishes and Transcultural Flows. New York: Routledge, 2007, p. 21.
According to the text, it is possible to say that the “circles model” established by Kachru
TEXT 5
“In other words, there are those among us who argue that the future of English is dependent on the likelihood or otherwise of the U.S. continuing to play its hegemonic role in world affairs. Since that possibility seems uncertain to many, especially in view of the much-talked-of ascendancy of emergent economies, many are of the opinion that English will soon lose much of its current glitter and cease to be what it is today, namely a world language. And there are those amongst us who further speculate that, in fifty or a hundred years’ time, we will all have acquired fluency in, say, Mandarin, or, if we haven’t, will be longing to learn it. […] Consider the following argument: a language such as English can only be claimed to have attained an international status to the very extent it has ceased to be national, i.e., the exclusive property of this or that nation in particular (Widdowson). In other words, the U.K. or the U.S.A. or whosoever cannot have it both ways. If they do concede that English is today a world language, then it only behooves them to also recognize that it is not their exclusive property, as painful as this might indeed turn out to be. In other words, it is part of the price they have to pay for seeing their language elevated to the status of a world language. Now, the key word here is “elevated”. It is precisely in the process of getting elevated to a world status that English or what I insist on referring to as the “World English” goes through a process of metamorphosis.”
RAJAGOPALAN, K. The identity of "World English”. New Challenges in Language and Literature. Belo Horizonte: FALE/UFMG, 2009, p. 99-100.
Ellipsis and substitution can be used as resources for avoiding repetition.
There are examples of ellipsis and substitution in the excerpt “And there are those amongst us who further speculate that, in fifty or a hundred years’ time, we will all have acquired fluency in, say, Mandarin, or, if we haven’t, will be longing to learn it.”.
Mark the alternative that contains an example of ellipsis only.
TEXT 5
“In other words, there are those among us who argue that the future of English is dependent on the likelihood or otherwise of the U.S. continuing to play its hegemonic role in world affairs. Since that possibility seems uncertain to many, especially in view of the much-talked-of ascendancy of emergent economies, many are of the opinion that English will soon lose much of its current glitter and cease to be what it is today, namely a world language. And there are those amongst us who further speculate that, in fifty or a hundred years’ time, we will all have acquired fluency in, say, Mandarin, or, if we haven’t, will be longing to learn it. […] Consider the following argument: a language such as English can only be claimed to have attained an international status to the very extent it has ceased to be national, i.e., the exclusive property of this or that nation in particular (Widdowson). In other words, the U.K. or the U.S.A. or whosoever cannot have it both ways. If they do concede that English is today a world language, then it only behooves them to also recognize that it is not their exclusive property, as painful as this might indeed turn out to be. In other words, it is part of the price they have to pay for seeing their language elevated to the status of a world language. Now, the key word here is “elevated”. It is precisely in the process of getting elevated to a world status that English or what I insist on referring to as the “World English” goes through a process of metamorphosis.”
RAJAGOPALAN, K. The identity of "World English”. New Challenges in Language and Literature. Belo Horizonte: FALE/UFMG, 2009, p. 99-100.
TEXT 5
“In other words, there are those among us who argue that the future of English is dependent on the likelihood or otherwise of the U.S. continuing to play its hegemonic role in world affairs. Since that possibility seems uncertain to many, especially in view of the much-talked-of ascendancy of emergent economies, many are of the opinion that English will soon lose much of its current glitter and cease to be what it is today, namely a world language. And there are those amongst us who further speculate that, in fifty or a hundred years’ time, we will all have acquired fluency in, say, Mandarin, or, if we haven’t, will be longing to learn it. […] Consider the following argument: a language such as English can only be claimed to have attained an international status to the very extent it has ceased to be national, i.e., the exclusive property of this or that nation in particular (Widdowson). In other words, the U.K. or the U.S.A. or whosoever cannot have it both ways. If they do concede that English is today a world language, then it only behooves them to also recognize that it is not their exclusive property, as painful as this might indeed turn out to be. In other words, it is part of the price they have to pay for seeing their language elevated to the status of a world language. Now, the key word here is “elevated”. It is precisely in the process of getting elevated to a world status that English or what I insist on referring to as the “World English” goes through a process of metamorphosis.”
RAJAGOPALAN, K. The identity of "World English”. New Challenges in Language and Literature. Belo Horizonte: FALE/UFMG, 2009, p. 99-100.
TEXT 4
“It must be fairly obvious from the discussion in the foregoing paragraphs that the very concept of ‘World Englishes’ throws a number of challenges at all those of us who are in one way or another involved in it. For ELT professionals all over the world, it means, among other things, having to take a fresh look at many of the things that have been taken for granted for long.
Consider, for instance, the following. World English is not the mother-tongue of anyone – and this includes even those who used to rejoice in their status as the ‘native-speakers’ of their own varieties of English. This is so because World English is a language that is in the making and, from the looks of it is bound to remain so for the foreseeable future. Incidentally, any temptation to consider World English a pidgin would be totally misguided in that it is not a make-shift language, nor one that is progressing towards a full-fledged language in its own right. Nor, for that matter, is it gathering a new generation of native speakers. Rather, it is resistant to the very terminology that the linguists resort to in describing conventional ‘natural’ languages.”
RAJAGOPALAN, K. The identity of "World English”: New Challenges in Language and Literature. Belo Horizonte: FALE/UFMG, 2009, p.104.
TEXT 4
“It must be fairly obvious from the discussion in the foregoing paragraphs that the very concept of ‘World Englishes’ throws a number of challenges at all those of us who are in one way or another involved in it. For ELT professionals all over the world, it means, among other things, having to take a fresh look at many of the things that have been taken for granted for long.
Consider, for instance, the following. World English is not the mother-tongue of anyone – and this includes even those who used to rejoice in their status as the ‘native-speakers’ of their own varieties of English. This is so because World English is a language that is in the making and, from the looks of it is bound to remain so for the foreseeable future. Incidentally, any temptation to consider World English a pidgin would be totally misguided in that it is not a make-shift language, nor one that is progressing towards a full-fledged language in its own right. Nor, for that matter, is it gathering a new generation of native speakers. Rather, it is resistant to the very terminology that the linguists resort to in describing conventional ‘natural’ languages.”
RAJAGOPALAN, K. The identity of "World English”: New Challenges in Language and Literature. Belo Horizonte: FALE/UFMG, 2009, p.104.
TEXT 3
“Despite the contemporary calling of the speech/textual genre conceptions to deal with privations in the educational system (ROJO, 2008), the treatment given to genre, especially in theories operating with the notion of textual genre, has mainly focused on genre’s stable characteristics and on the development of competencies/capacities that lead to the comprehension and production of the oral and written genres circulating in the social world.
One of the implications of this kind of treatment for the literacy practices at school has considerably often been the genre displacement from micro and macrolinguistic contexts that interact in meaning construction to abstractly focus on the stable characteristics defining news, comics, recipes, editorial, blogs etc. Another, and maybe more serious, unfolding is that since it doesn’t look at how genres mingle and hybridize with other genres and semiosis in processes of constant (re)designing meanings, such a treatment can end up contributing to the mere (re)production of genres legitimized by school, leaving little or no space at all for the innovations and destabilization that mingling and transgression processes print to texts in contemporaneity and, as a consequence, for a critical position in relation to meanings constructed in the margins of what school validates as acceptable literacy practices.”
OLIVEIRA, M. B. F.; SZUNDI, P. T. C. Multiliteracies Practices at School: for a responsive education to contemporaneity.
Bakhtiniana, São Paulo, v. 9, n. 2, Jul./Dec. 2014, p. 206,207.
TEXT 3
“Despite the contemporary calling of the speech/textual genre conceptions to deal with privations in the educational system (ROJO, 2008), the treatment given to genre, especially in theories operating with the notion of textual genre, has mainly focused on genre’s stable characteristics and on the development of competencies/capacities that lead to the comprehension and production of the oral and written genres circulating in the social world.
One of the implications of this kind of treatment for the literacy practices at school has considerably often been the genre displacement from micro and macrolinguistic contexts that interact in meaning construction to abstractly focus on the stable characteristics defining news, comics, recipes, editorial, blogs etc. Another, and maybe more serious, unfolding is that since it doesn’t look at how genres mingle and hybridize with other genres and semiosis in processes of constant (re)designing meanings, such a treatment can end up contributing to the mere (re)production of genres legitimized by school, leaving little or no space at all for the innovations and destabilization that mingling and transgression processes print to texts in contemporaneity and, as a consequence, for a critical position in relation to meanings constructed in the margins of what school validates as acceptable literacy practices.”
OLIVEIRA, M. B. F.; SZUNDI, P. T. C. Multiliteracies Practices at School: for a responsive education to contemporaneity.
Bakhtiniana, São Paulo, v. 9, n. 2, Jul./Dec. 2014, p. 206,207.
Conheça nossos planos