Questões de Concurso Público IF-MT 2018 para Português/Inglês
Foram encontradas 40 questões
Q2055044
Linguística
Das várias concepções de gramática, temos aquela que considera “[...] a língua como um conjunto de
variedades utilizadas por uma sociedade de acordo com o exigido pela situação de interação comunicativa
em que o usuário da língua está engajado, percebe a gramática como o conjunto de regras que o falante de
fato aprendeu e das quais lança mão ao falar”.
(TRAVAGLIA, Luiz Carlos. Gramática e interação: uma proposta para o ensino de gramática no 1º e 2º graus. 4ª ed. São Paulo: Cortez, 1998, p. 28).
Dessa forma, de acordo com excerto acima, pode-se afirmar que Luiz Carlos Travaglia refere-se à:
(TRAVAGLIA, Luiz Carlos. Gramática e interação: uma proposta para o ensino de gramática no 1º e 2º graus. 4ª ed. São Paulo: Cortez, 1998, p. 28).
Dessa forma, de acordo com excerto acima, pode-se afirmar que Luiz Carlos Travaglia refere-se à:
Q2055045
Português
Texto associado
I. AULA DE PORTUGUÊS
A linguagem
na ponta da língua,
tão fácil de falar
e de entender.
A linguagem
na superfície estrelada de letras,
sabe lá o que ela quer dizer?
Professor Carlos Góis, ele é quem sabe,
e vai desmatando
o amazonas de minha ignorância.
Figuras de gramática, esquipáticas,
atropelam-me, aturdem-me, sequestram-me.
Já esqueci a língua em que comia,
em que pedia para ir lá fora,
em que levava e dava pontapé,
a língua, breve língua entrecortada
do namoro com a prima.
O português são dois; o outro, mistério.
(Carlos Drummond de Andrade)
II. Um Professor de “agramática”
II. Um Professor de “agramática”
Descobri aos 13 anos que o que me dava prazer nas
leituras não era a beleza das frases, mas a doença
delas.
Comuniquei ao Padre Ezequiel, um meu Preceptor,
esse gosto esquisito.
Eu pensava que fosse um sujeito escaleno.
– Gostar de fazer defeitos na frase é muito saudável,
o Padre me disse.
Ele fez um limpamento em meus receios.
O Padre falou ainda: Manoel, isso não é doença,
pode muito que você carregue para o resto da vida
um certo gosto por nadas…
E se riu.
Você não é de bugre? – ele continuou.
Que sim, eu respondi.
Veja que bugre só pega por desvios, não anda em
estradas –
Pois é nos desvios que encontra as melhores surpresas
e os ariticuns maduros.
Há que apenas saber errar bem o seu idioma.
Esse Padre Ezequiel foi o meu primeiro professor de
agramática.
(Manoel de Barros)
A partir da leitura dos textos (I) e (II), só NÃO podemos dizer que, em ambos, o ensino da língua portuguesa:
Q2055046
Português
Texto associado
I. AULA DE PORTUGUÊS
A linguagem
na ponta da língua,
tão fácil de falar
e de entender.
A linguagem
na superfície estrelada de letras,
sabe lá o que ela quer dizer?
Professor Carlos Góis, ele é quem sabe,
e vai desmatando
o amazonas de minha ignorância.
Figuras de gramática, esquipáticas,
atropelam-me, aturdem-me, sequestram-me.
Já esqueci a língua em que comia,
em que pedia para ir lá fora,
em que levava e dava pontapé,
a língua, breve língua entrecortada
do namoro com a prima.
O português são dois; o outro, mistério.
(Carlos Drummond de Andrade)
II. Um Professor de “agramática”
II. Um Professor de “agramática”
Descobri aos 13 anos que o que me dava prazer nas
leituras não era a beleza das frases, mas a doença
delas.
Comuniquei ao Padre Ezequiel, um meu Preceptor,
esse gosto esquisito.
Eu pensava que fosse um sujeito escaleno.
– Gostar de fazer defeitos na frase é muito saudável,
o Padre me disse.
Ele fez um limpamento em meus receios.
O Padre falou ainda: Manoel, isso não é doença,
pode muito que você carregue para o resto da vida
um certo gosto por nadas…
E se riu.
Você não é de bugre? – ele continuou.
Que sim, eu respondi.
Veja que bugre só pega por desvios, não anda em
estradas –
Pois é nos desvios que encontra as melhores surpresas
e os ariticuns maduros.
Há que apenas saber errar bem o seu idioma.
Esse Padre Ezequiel foi o meu primeiro professor de
agramática.
(Manoel de Barros)
No poema de Drummond (texto I), pode-se afirmar que, entre outros temas, estabelece-se a relação entre
língua(gem), e que pode ser atestada quando a defrontamos com a definição proposta em alguns trabalhos
clássicos de linguístas famosos. Em razão disso, marque a alternativa que melhor definiria o
posicionamento do eu-lírico a respeito desse assunto:
Q2055047
Linguística
Texto associado
I. AULA DE PORTUGUÊS
A linguagem
na ponta da língua,
tão fácil de falar
e de entender.
A linguagem
na superfície estrelada de letras,
sabe lá o que ela quer dizer?
Professor Carlos Góis, ele é quem sabe,
e vai desmatando
o amazonas de minha ignorância.
Figuras de gramática, esquipáticas,
atropelam-me, aturdem-me, sequestram-me.
Já esqueci a língua em que comia,
em que pedia para ir lá fora,
em que levava e dava pontapé,
a língua, breve língua entrecortada
do namoro com a prima.
O português são dois; o outro, mistério.
(Carlos Drummond de Andrade)
II. Um Professor de “agramática”
II. Um Professor de “agramática”
Descobri aos 13 anos que o que me dava prazer nas
leituras não era a beleza das frases, mas a doença
delas.
Comuniquei ao Padre Ezequiel, um meu Preceptor,
esse gosto esquisito.
Eu pensava que fosse um sujeito escaleno.
– Gostar de fazer defeitos na frase é muito saudável,
o Padre me disse.
Ele fez um limpamento em meus receios.
O Padre falou ainda: Manoel, isso não é doença,
pode muito que você carregue para o resto da vida
um certo gosto por nadas…
E se riu.
Você não é de bugre? – ele continuou.
Que sim, eu respondi.
Veja que bugre só pega por desvios, não anda em
estradas –
Pois é nos desvios que encontra as melhores surpresas
e os ariticuns maduros.
Há que apenas saber errar bem o seu idioma.
Esse Padre Ezequiel foi o meu primeiro professor de
agramática.
(Manoel de Barros)
Para Koch & Travaglia, a coerência textual “[...] tem a ver com a boa formação em termos de interlocução
comunicativa, que determina não só a possibilidade de estabelecer o sentido do texto, mas também, com
frequência, qual sentido se estabelece.” (Coerência textual. 12ª ed. São Paulo: Contexto, 2001, p. 32).
Ampliando esse conceito, Van Dijk e Kintsch (Strategies in Discourse Comprehension. New York: Academics
Press, 1983) afirmam a existência de diversos tipos de coerência. A partir desses princípios, ao se analisar o
texto de Manoel de Barros (texto II), podemos afirmar que nele, preponderantemente, as relações
macroestruturais se dão através da:
Q2055048
Linguística
Texto associado
I. AULA DE PORTUGUÊS
A linguagem
na ponta da língua,
tão fácil de falar
e de entender.
A linguagem
na superfície estrelada de letras,
sabe lá o que ela quer dizer?
Professor Carlos Góis, ele é quem sabe,
e vai desmatando
o amazonas de minha ignorância.
Figuras de gramática, esquipáticas,
atropelam-me, aturdem-me, sequestram-me.
Já esqueci a língua em que comia,
em que pedia para ir lá fora,
em que levava e dava pontapé,
a língua, breve língua entrecortada
do namoro com a prima.
O português são dois; o outro, mistério.
(Carlos Drummond de Andrade)
II. Um Professor de “agramática”
II. Um Professor de “agramática”
Descobri aos 13 anos que o que me dava prazer nas
leituras não era a beleza das frases, mas a doença
delas.
Comuniquei ao Padre Ezequiel, um meu Preceptor,
esse gosto esquisito.
Eu pensava que fosse um sujeito escaleno.
– Gostar de fazer defeitos na frase é muito saudável,
o Padre me disse.
Ele fez um limpamento em meus receios.
O Padre falou ainda: Manoel, isso não é doença,
pode muito que você carregue para o resto da vida
um certo gosto por nadas…
E se riu.
Você não é de bugre? – ele continuou.
Que sim, eu respondi.
Veja que bugre só pega por desvios, não anda em
estradas –
Pois é nos desvios que encontra as melhores surpresas
e os ariticuns maduros.
Há que apenas saber errar bem o seu idioma.
Esse Padre Ezequiel foi o meu primeiro professor de
agramática.
(Manoel de Barros)
Segundo o narrador do texto de Manoel de Barros (texto II), o Pe. Ezequiel foi o seu “primeiro professor de
agramática.” Partindo desse pressuposto, de acordo com os seus conhecimentos linguísticos, podemos
afirmar que aquele docente talvez estivesse vinculado a uma determinada corrente linguística, podendo ser
associado ao ensino da língua de forma:
Q2055049
Inglês
Many people learn English because they have moved into a target-language community and they need to be
able to operate successfully within that community. A target-language community is a place where English is
the national language - e.g. Britain, Canada, New Zealand, etc - or where it is one of the main languages of
culture and commerce - e.g. India, Pakistan, Nigeria.
Some students need English for a Specific Purpose (ESP). Such students of ESP (sometimes also called English for Special Purposes) may need to learn legal language, or the language of tourism, banking or nursing, for example. An extremely popular strand of ESP is the teaching of business English, where students learn about how to operate in English in the business world. Many students need English for Academic Purposes (EAP) in order to study at an English-speaking university or college, or because they need to access English-language academic texts.
Many people learn English because they think it will be useful in some way for international communication and travel. Such students of general English often do not have a particular reason for going to English classes, but simply wish to learn to speak (and read and write) the language effectively for wherever and whenever this might be useful for them.
(Harmer, Jeremy. How to teach English. (2010, p. 11))
A frase que melhor resume o fragmento acima é:
Some students need English for a Specific Purpose (ESP). Such students of ESP (sometimes also called English for Special Purposes) may need to learn legal language, or the language of tourism, banking or nursing, for example. An extremely popular strand of ESP is the teaching of business English, where students learn about how to operate in English in the business world. Many students need English for Academic Purposes (EAP) in order to study at an English-speaking university or college, or because they need to access English-language academic texts.
Many people learn English because they think it will be useful in some way for international communication and travel. Such students of general English often do not have a particular reason for going to English classes, but simply wish to learn to speak (and read and write) the language effectively for wherever and whenever this might be useful for them.
(Harmer, Jeremy. How to teach English. (2010, p. 11))
A frase que melhor resume o fragmento acima é:
Q2055050
Inglês
Em 2015, o British Council publicou um estudo intitulado “O Ensino de Inglês na Educação Pública
Brasileira”, que visava a entender as principais características do ensino da língua inglesa na Educação
Básica da rede pública brasileira considerando desde as políticas públicas para o ensino do idioma até as
práticas cotidianas em sala de aula. De acordo com este estudo, qual dos problemas abaixo não figura
como principal para o ensino da língua inglesa na educação pública básica brasileira?
Q2055051
Inglês
“[…] is an overall plan for the ordely presentation of language material, no part of which contradicts, and all
of which is based upon, the selected approach.” (Anthony 1993, p. 63-7 apud Richards and Rogers 1999, p. 15).
Na frase acima, temos a definição proposta por Anthony apud Richard and Rogers para...
Q2055052
Inglês
[…] a series of hypotheses that make up a coherent theory of second language acquisition. According to the
rules of scientific method, it will always be "just theory" and never be "definitely proven". The hypotheses I
will present have, however, been found to be consistent with a significant amount of data, experimental and
otherwise, and have not yet been confronted with serious counterexamples, in my view. They make up,
collectively, my "position". This does not mean that I necessarily "believe" them. What it does mean is that
these hypotheses are consistent enough with existing data to be worthy of consideration, and that they
appear to capture the data better than other existing generalizations.
KRASHEN, Stephen. Principles and practice in second language acquisition. (1982, p. 02)
O linguista estadunidense Stephen Krashen é conhecido mundialmente por sua teoria de Second language aquisition. Em seu trabalho, ele elaborou uma teoria geral sustentada por cinco hipóteses que visam analisar e explicar como um falante adquire uma segunda língua. Dentre as alternativas abaixo, qual não é uma hipótese proposta por Krashen?
KRASHEN, Stephen. Principles and practice in second language acquisition. (1982, p. 02)
O linguista estadunidense Stephen Krashen é conhecido mundialmente por sua teoria de Second language aquisition. Em seu trabalho, ele elaborou uma teoria geral sustentada por cinco hipóteses que visam analisar e explicar como um falante adquire uma segunda língua. Dentre as alternativas abaixo, qual não é uma hipótese proposta por Krashen?
Q2055053
Inglês
Texto associado
Growth Cocktail Helps Restore Spinal Connections in the Most Severe Injuries
Repairing damaged nerves in a rodent study marks a crucial first step toward bringing back lost
movement
By Emily Willingham on August 30, 2018
In 1995 the late actor Christopher Reeve, who most famously played Superman, became paralyzed from the
neck down after a horseback-riding accident. The impact from the fall left him with a complete spinal cord
injury at the neck, preventing his brain from communicating with anything below it. Cases like Reeve’s are
generally considered intractable injuries, absent any way to bridge the gap to restore disrupted
communication lines.When Reeve died in 2004 a means of reconnection had yet to be built. Now, 14 years later, researchers have
coaxed nerve cells to span the divide of a complete spinal cord injury. Their findings, described August 29 in
Nature, are specific to only one kind of nerve cell and much work remains before a means of reconnection
reaches patients, but the results make an impression. [...]
Their first effort failed. They tried dampening the activity of a gene called PTEN because the gambit had
worked well with a few other types of nonspinal neurons. To their surprise, that strategy did not succeed
with the propriospinal cells. They then turned to a set of chemicals that promote nerve cell growth and
trigger production of a well-known structural protein called laminin, widely used in tissue engineering as a
scaffold. Some of these growth promoters are active in embryonic development, and adults usually do not
make them. Previous efforts to coax axons across an injury gap using so-called growth factors alone had
come up empty—failures blamed on other inhibitory chemicals getting in the way.
(Disponível em: https://www.scientificamerican.com/article/growth-cocktail-helps-restore-spinal-connections-in-the-most-severe-injuries/, acessado em
02/09/18).
Com a leitura do texto, é correto afirmar que:
Q2055054
Inglês
Texto associado
Growth Cocktail Helps Restore Spinal Connections in the Most Severe Injuries
Repairing damaged nerves in a rodent study marks a crucial first step toward bringing back lost
movement
By Emily Willingham on August 30, 2018
In 1995 the late actor Christopher Reeve, who most famously played Superman, became paralyzed from the
neck down after a horseback-riding accident. The impact from the fall left him with a complete spinal cord
injury at the neck, preventing his brain from communicating with anything below it. Cases like Reeve’s are
generally considered intractable injuries, absent any way to bridge the gap to restore disrupted
communication lines.When Reeve died in 2004 a means of reconnection had yet to be built. Now, 14 years later, researchers have
coaxed nerve cells to span the divide of a complete spinal cord injury. Their findings, described August 29 in
Nature, are specific to only one kind of nerve cell and much work remains before a means of reconnection
reaches patients, but the results make an impression. [...]
Their first effort failed. They tried dampening the activity of a gene called PTEN because the gambit had
worked well with a few other types of nonspinal neurons. To their surprise, that strategy did not succeed
with the propriospinal cells. They then turned to a set of chemicals that promote nerve cell growth and
trigger production of a well-known structural protein called laminin, widely used in tissue engineering as a
scaffold. Some of these growth promoters are active in embryonic development, and adults usually do not
make them. Previous efforts to coax axons across an injury gap using so-called growth factors alone had
come up empty—failures blamed on other inhibitory chemicals getting in the way.
(Disponível em: https://www.scientificamerican.com/article/growth-cocktail-helps-restore-spinal-connections-in-the-most-severe-injuries/, acessado em
02/09/18).
O pronome “it”, na terceira linha do primeiro parágrafo do texto, refere-se a:
Q2055055
Inglês
Texto associado
Expanding the field of discourse analysis
Paradoxically, now that the field of discourse studies has high visibility, the universe from which discourse
studies emerged is vanishing. New communication devices subvert the very distinction between orality and
writing, and so we have to rethink many categories: textuality, speaker, addressee, utterance, memory,
storage, circulation, etc. We can no longer consider technology as just an element of the “context”: it now
needs to be considered as a true actor in the communication process. Such a transformation relates to the
data – since the Internet offers new kinds of semiotic productions – but also to the very conditions of
research, which depend increasingly on sophisticated programs and data bases. The problem is that most
discourse analysts seem to live in a world where traditional face-to-face talk is still the norm of
communication. If we consider the handbooks and the articles published in the field, a peripheral role is
given to corpora produced by new technologies, except if they can be tackled by using the toolkit of Conversation Analysis. This is particularly the case with chats, forums, emails, phone text-messages and so
on. As the focus of discourse analysis is not on the most important aspects of the Web, its study belongs
mainly to specialists from other fields. The Discourse Reader (Jaworski and Coupland, 1999) does not
mention the Internet. But, surprisingly, this is also the case 13 years later in The Routledge Handbook of
Discourse Analysis: the introduction does not mention the existence of new communication technologies
and none of the 46 chapters deals with this topic.
https://www.nature.com/articles/palcomms201758, acessado em 25/08/18.
What can be inferred by reading the text?
Q2055056
Inglês
Texto associado
Expanding the field of discourse analysis
Paradoxically, now that the field of discourse studies has high visibility, the universe from which discourse
studies emerged is vanishing. New communication devices subvert the very distinction between orality and
writing, and so we have to rethink many categories: textuality, speaker, addressee, utterance, memory,
storage, circulation, etc. We can no longer consider technology as just an element of the “context”: it now
needs to be considered as a true actor in the communication process. Such a transformation relates to the
data – since the Internet offers new kinds of semiotic productions – but also to the very conditions of
research, which depend increasingly on sophisticated programs and data bases. The problem is that most
discourse analysts seem to live in a world where traditional face-to-face talk is still the norm of
communication. If we consider the handbooks and the articles published in the field, a peripheral role is
given to corpora produced by new technologies, except if they can be tackled by using the toolkit of Conversation Analysis. This is particularly the case with chats, forums, emails, phone text-messages and so
on. As the focus of discourse analysis is not on the most important aspects of the Web, its study belongs
mainly to specialists from other fields. The Discourse Reader (Jaworski and Coupland, 1999) does not
mention the Internet. But, surprisingly, this is also the case 13 years later in The Routledge Handbook of
Discourse Analysis: the introduction does not mention the existence of new communication technologies
and none of the 46 chapters deals with this topic.
https://www.nature.com/articles/palcomms201758, acessado em 25/08/18.
The word “utterance”, line 3, in the passage is closest in meaning to:
Q2055057
Inglês
The concept of reading has been changing with technology advance. Based on the extract below, choose the
best alternative that summarizes the text.
The concept of "reading", therefore, becomes primarily the exercise of a path option by the page and the subsequent selective acquisition of partial information present in several places on the same page. This way, there is no need to read everything on the page, or read the page in one direction (top to bottom or left to right). Often, on a multimodal page (I mean, containing several means of communication: visual, written, sonic), the reader can choose between just listening to a sound text or watching a video clip inserted on the page, making the complex and multifaceted experience of reading" . (OCNs, 2006 : pág. 107)
The concept of "reading", therefore, becomes primarily the exercise of a path option by the page and the subsequent selective acquisition of partial information present in several places on the same page. This way, there is no need to read everything on the page, or read the page in one direction (top to bottom or left to right). Often, on a multimodal page (I mean, containing several means of communication: visual, written, sonic), the reader can choose between just listening to a sound text or watching a video clip inserted on the page, making the complex and multifaceted experience of reading" . (OCNs, 2006 : pág. 107)
Q2055058
Inglês
According to OCENs ( 2006, pág.,114), literacies and multiliteracies have developed in Brazil after debating
on how these two approaches could contribute to broaden students' world view, to work the sense of
citizenship, to develop critical capacity, and to build knowledge in a contemporary epistemological
conception.
Thus, analyze the sentences below and choose the true sentence (s) that point (s) this debate.
I - Many researches have emerged concerned about what the students have read, how they have read, and trying to evaluate if they have read better or worse influenced by new technologies of information and communication. II - The result of some researches has pointed that students have some insufficiency on texts comprehension. III - Some reflexions suggest that the students could have obtained worse results if the teachers had not worked well on reading in Brazilian elementary and high schools for decades. IV - Researches highlight the distance between what is idealized (by the theories) and what is realized (by the practices) in Brazilian education. V - The evaluative parameters used by an international organization that did not consider the cultural and social diversity and the complexity of these diversities the program aims to achieve.
Choose the correct affirmative.
Thus, analyze the sentences below and choose the true sentence (s) that point (s) this debate.
I - Many researches have emerged concerned about what the students have read, how they have read, and trying to evaluate if they have read better or worse influenced by new technologies of information and communication. II - The result of some researches has pointed that students have some insufficiency on texts comprehension. III - Some reflexions suggest that the students could have obtained worse results if the teachers had not worked well on reading in Brazilian elementary and high schools for decades. IV - Researches highlight the distance between what is idealized (by the theories) and what is realized (by the practices) in Brazilian education. V - The evaluative parameters used by an international organization that did not consider the cultural and social diversity and the complexity of these diversities the program aims to achieve.
Choose the correct affirmative.
Q2055059
Inglês
The OCENs (BRAZIL, 2006, p.8) were a document proposed to retake the discussion of Parâmetros
Curriculares Nacionais do Ensino Médio to deepen understanding about points that deserved to be clarified
and to identify and to develop indicatives that could offer didactic-pedagogical alternatives for the
organization of pedagogical work, in order to meet needs and expectations of schools and of teachers in
structuring the curriculum for high school. For achieving this goal some themes were added to OCENs.
Choose the alternative that brings them:
Q2055060
Inglês
Extract 1
The history of technology in language teaching could not be linear in a country like ours where social differences prevent technologies such as paper, the book, and even the electricity is within everyone's reach. Many obsolete technologies, such as the slide projector, for example, have never reached in certain schools. The computer has already been integrated into the language teaching of some institutions and many teachers have already adopted a didactic material accompanied by CD-Roms. It has already been possible to observe a gradual change of many who rejected in principle the innovations brought by the computer and the Internet. Although this technology continues to be seen by some as a miracle cure and by others as something to be feared. It is quite possible that the computer does not reach everyone, but it is necessary to remind that neither the book nor the computer will be miracles in the learning process. The success of acquiring a foreign language depends on the learner’s insertion in activities of social practice of language (…).
(PAIVA, V. L. M, O USO DA TECNOLOGIA NO ENSINO DE LÍNGUAS ESTRANGEIRAS: breve retrospectiva histórica 2017, pag. 14 - Disponível em: http:// www.veramenezes.com/techist.pdf)
Extract 2
(…) I no longer need to make the case for computers to be provided in education, because computers are there in abundance in all their modern forms. We may see traditional computers in labs, teachers and students walking around with laptops or tablet PCs, and many people will have a mobile phone in their pocket that is capable of doing rather more than the mainframe computers that started computer-assisted language learning in the 1960s. I do recognise that there are many kinds of digital divide, and that this is not true everywhere.
What can put teachers off using technology
What is still sometimes an issue is the reliability of these technologies for classroom use. This can discourage teachers from making use of technology as often as they would want to. It's compounded by the fact that, if these teachers are working in schools, they are faced with classes of learners who may, on the surface at least, appear to be more digitally competent than their teachers are. Learners can therefore challenge their teachers, in ways that put the latter off using the technologies that could potentially make such a difference to what happens in the classroom. (…)
(Motteram, G., The benefits of new technology in language learning. Disponível em:https://www.britishcouncil.org/voices-magazine/the-benefits-newtechnology-language-learning. 18 September 2013.)
According to the extracts we can say:
The history of technology in language teaching could not be linear in a country like ours where social differences prevent technologies such as paper, the book, and even the electricity is within everyone's reach. Many obsolete technologies, such as the slide projector, for example, have never reached in certain schools. The computer has already been integrated into the language teaching of some institutions and many teachers have already adopted a didactic material accompanied by CD-Roms. It has already been possible to observe a gradual change of many who rejected in principle the innovations brought by the computer and the Internet. Although this technology continues to be seen by some as a miracle cure and by others as something to be feared. It is quite possible that the computer does not reach everyone, but it is necessary to remind that neither the book nor the computer will be miracles in the learning process. The success of acquiring a foreign language depends on the learner’s insertion in activities of social practice of language (…).
(PAIVA, V. L. M, O USO DA TECNOLOGIA NO ENSINO DE LÍNGUAS ESTRANGEIRAS: breve retrospectiva histórica 2017, pag. 14 - Disponível em: http:// www.veramenezes.com/techist.pdf)
Extract 2
(…) I no longer need to make the case for computers to be provided in education, because computers are there in abundance in all their modern forms. We may see traditional computers in labs, teachers and students walking around with laptops or tablet PCs, and many people will have a mobile phone in their pocket that is capable of doing rather more than the mainframe computers that started computer-assisted language learning in the 1960s. I do recognise that there are many kinds of digital divide, and that this is not true everywhere.
What can put teachers off using technology
What is still sometimes an issue is the reliability of these technologies for classroom use. This can discourage teachers from making use of technology as often as they would want to. It's compounded by the fact that, if these teachers are working in schools, they are faced with classes of learners who may, on the surface at least, appear to be more digitally competent than their teachers are. Learners can therefore challenge their teachers, in ways that put the latter off using the technologies that could potentially make such a difference to what happens in the classroom. (…)
(Motteram, G., The benefits of new technology in language learning. Disponível em:https://www.britishcouncil.org/voices-magazine/the-benefits-newtechnology-language-learning. 18 September 2013.)
According to the extracts we can say:
Q2055061
Inglês
Texto associado
This study explores the implementation of the multimodality theory for high school students of English as a
Foreign Language in a Brazilian context. This implementation was based on a study conducted by Almeida
(2011), in which she proposed a multimodality framework for teaching multimodal texts. By using the
framework, Almeida tried to establish a bridge between a theory designed to analyze visual structures (e.g.,
Kress & van Leeuwen, 2006) and its adaptation to the educational context (e.g., Browett, 2007; Jewitt, 2008;
Oliveira, 2006; Riesland, 2005).
(…)
In Brazil, the importance of implementing activities in the classroom that focus on literacy, multiliteracy,
multimodality and hypertext is highlighted by the Ministerio da Educação Secretaria de Educação Básica’s (Ministry of Education District of Basic Education) Curricular Orientations for Secondary School-OCEMs
(2006), an official curriculum document. This document guides the curriculum of all schools in Brazil and it
includes suggestions about the teaching of multimodality. To achieve this goal, the grammar of visual design
(Kress & van Leeuwen, 2006) is seen as an important starting point for the professional learning of teachers
in visual literacy because it can help them understand how to read images and associate both kinds of text,
visual and written.
(…)
Thus, we applied this approach in two classrooms where we could observe whether knowledge of
multimodality theory affected the students’ reading of the texts. To this end, we prepared two activities
focusing on the same multimodal text; the first activity was given to students before teaching them
multimodality theory and the second one after instruction.
The picture used for Exercise 1 and 2 was the same. It was the picture of a man whose face looked like the
face of a fish. The man was looking up and was wearing a blue shirt. At the bottom of the picture, centered
in relation to the picture, and in capital letters was the following text: “STOP CLIMATE CHANGE BEFORE IT
CHANGES YOU.” Below the text and centered in relation to the text, there was a panda picture with the WWF
acronym below it followed by the text “for a living planet” in lowercase.
(…)
The students participated in the activities and had to point to us what aspects they had noticed in the text
for the linguistic dimension (the colors, the size of the pictures, the way pictures were disposed in the text,
their background, framing, degree of salience and eye contact, distance). For the socio-cultural dimension,
they had to be able to answer wh- questions (who, why, where, when, which attitudes and values) and
observe the emotions, situations, relations, symbols, power relations, characters and cultures involved in the
picture. Finally, for the situational dimension, they had to analyze who created the picture, who it was
targeted at, where it appeared, how much background knowledge was required to understand the picture,
and its explicit and implicit ideological values.
(…)
Overall, we noticed that instruction on the theory helped students to understand better the context around
them, mainly the socio-cultural context, and it helped students to improve their reading because the
answers given before instruction on multimodality were very simple and did not point to a critical reading;
they only focused on what was on the surface of the text like “the text tells about environment,”
“if man does
not stop destroying the environment, he will die” or “the man will become a fish if he keeps on destroying
the environment”.
The answers given after those classes were more critical, the students used some concepts from the theory
and were able to point to some aspects of the three dimensions, like who was in the picture, what the
writer’s intention was; they also talked about the colors and the background of the picture pointing to the
dark color, why the writer had used that image and not another one, they associated the man’s face to the
words accompanying the visual.
(…)
The situational dimension seemed to be easier for students to understand and write about, mainly when it
guided them to reflect about some aspect of production, circulation and consumption of the images. The
socio-cultural context of images emphasized questions related to worldview, emotion, attitudes, values and
power relationships and was easy for learners to understand. In contrast, students did not explore the
linguistic aspect of the pictures; they did not mention colors, size, focus, background, or sharpness, perhaps
because in everyday classes the students are not encouraged to talk about them.
(SOUZA, V.G. & ALMEIDA, D..Towards a Multimodal Critical Approach to the Teaching of EFL in Brazil. Published in Kamhi-Stein, L., Diaz-Maggioli, G., & de
Oliveira, L. C. (Eds.) (2017). English language teaching in South America: Policy, preparation, and practices. Multilingual Matters).
According to the text, choose the correct affirmative.
The study had as an aim to know the students’ performance in:
The study had as an aim to know the students’ performance in:
Q2055062
Inglês
Texto associado
This study explores the implementation of the multimodality theory for high school students of English as a
Foreign Language in a Brazilian context. This implementation was based on a study conducted by Almeida
(2011), in which she proposed a multimodality framework for teaching multimodal texts. By using the
framework, Almeida tried to establish a bridge between a theory designed to analyze visual structures (e.g.,
Kress & van Leeuwen, 2006) and its adaptation to the educational context (e.g., Browett, 2007; Jewitt, 2008;
Oliveira, 2006; Riesland, 2005).
(…)
In Brazil, the importance of implementing activities in the classroom that focus on literacy, multiliteracy,
multimodality and hypertext is highlighted by the Ministerio da Educação Secretaria de Educação Básica’s (Ministry of Education District of Basic Education) Curricular Orientations for Secondary School-OCEMs
(2006), an official curriculum document. This document guides the curriculum of all schools in Brazil and it
includes suggestions about the teaching of multimodality. To achieve this goal, the grammar of visual design
(Kress & van Leeuwen, 2006) is seen as an important starting point for the professional learning of teachers
in visual literacy because it can help them understand how to read images and associate both kinds of text,
visual and written.
(…)
Thus, we applied this approach in two classrooms where we could observe whether knowledge of
multimodality theory affected the students’ reading of the texts. To this end, we prepared two activities
focusing on the same multimodal text; the first activity was given to students before teaching them
multimodality theory and the second one after instruction.
The picture used for Exercise 1 and 2 was the same. It was the picture of a man whose face looked like the
face of a fish. The man was looking up and was wearing a blue shirt. At the bottom of the picture, centered
in relation to the picture, and in capital letters was the following text: “STOP CLIMATE CHANGE BEFORE IT
CHANGES YOU.” Below the text and centered in relation to the text, there was a panda picture with the WWF
acronym below it followed by the text “for a living planet” in lowercase.
(…)
The students participated in the activities and had to point to us what aspects they had noticed in the text
for the linguistic dimension (the colors, the size of the pictures, the way pictures were disposed in the text,
their background, framing, degree of salience and eye contact, distance). For the socio-cultural dimension,
they had to be able to answer wh- questions (who, why, where, when, which attitudes and values) and
observe the emotions, situations, relations, symbols, power relations, characters and cultures involved in the
picture. Finally, for the situational dimension, they had to analyze who created the picture, who it was
targeted at, where it appeared, how much background knowledge was required to understand the picture,
and its explicit and implicit ideological values.
(…)
Overall, we noticed that instruction on the theory helped students to understand better the context around
them, mainly the socio-cultural context, and it helped students to improve their reading because the
answers given before instruction on multimodality were very simple and did not point to a critical reading;
they only focused on what was on the surface of the text like “the text tells about environment,”
“if man does
not stop destroying the environment, he will die” or “the man will become a fish if he keeps on destroying
the environment”.
The answers given after those classes were more critical, the students used some concepts from the theory
and were able to point to some aspects of the three dimensions, like who was in the picture, what the
writer’s intention was; they also talked about the colors and the background of the picture pointing to the
dark color, why the writer had used that image and not another one, they associated the man’s face to the
words accompanying the visual.
(…)
The situational dimension seemed to be easier for students to understand and write about, mainly when it
guided them to reflect about some aspect of production, circulation and consumption of the images. The
socio-cultural context of images emphasized questions related to worldview, emotion, attitudes, values and
power relationships and was easy for learners to understand. In contrast, students did not explore the
linguistic aspect of the pictures; they did not mention colors, size, focus, background, or sharpness, perhaps
because in everyday classes the students are not encouraged to talk about them.
(SOUZA, V.G. & ALMEIDA, D..Towards a Multimodal Critical Approach to the Teaching of EFL in Brazil. Published in Kamhi-Stein, L., Diaz-Maggioli, G., & de
Oliveira, L. C. (Eds.) (2017). English language teaching in South America: Policy, preparation, and practices. Multilingual Matters).
According to the authors, it is important to develop this type of activity in the classroom because in Brazil
Q2055063
Inglês
Texto associado
This study explores the implementation of the multimodality theory for high school students of English as a
Foreign Language in a Brazilian context. This implementation was based on a study conducted by Almeida
(2011), in which she proposed a multimodality framework for teaching multimodal texts. By using the
framework, Almeida tried to establish a bridge between a theory designed to analyze visual structures (e.g.,
Kress & van Leeuwen, 2006) and its adaptation to the educational context (e.g., Browett, 2007; Jewitt, 2008;
Oliveira, 2006; Riesland, 2005).
(…)
In Brazil, the importance of implementing activities in the classroom that focus on literacy, multiliteracy,
multimodality and hypertext is highlighted by the Ministerio da Educação Secretaria de Educação Básica’s (Ministry of Education District of Basic Education) Curricular Orientations for Secondary School-OCEMs
(2006), an official curriculum document. This document guides the curriculum of all schools in Brazil and it
includes suggestions about the teaching of multimodality. To achieve this goal, the grammar of visual design
(Kress & van Leeuwen, 2006) is seen as an important starting point for the professional learning of teachers
in visual literacy because it can help them understand how to read images and associate both kinds of text,
visual and written.
(…)
Thus, we applied this approach in two classrooms where we could observe whether knowledge of
multimodality theory affected the students’ reading of the texts. To this end, we prepared two activities
focusing on the same multimodal text; the first activity was given to students before teaching them
multimodality theory and the second one after instruction.
The picture used for Exercise 1 and 2 was the same. It was the picture of a man whose face looked like the
face of a fish. The man was looking up and was wearing a blue shirt. At the bottom of the picture, centered
in relation to the picture, and in capital letters was the following text: “STOP CLIMATE CHANGE BEFORE IT
CHANGES YOU.” Below the text and centered in relation to the text, there was a panda picture with the WWF
acronym below it followed by the text “for a living planet” in lowercase.
(…)
The students participated in the activities and had to point to us what aspects they had noticed in the text
for the linguistic dimension (the colors, the size of the pictures, the way pictures were disposed in the text,
their background, framing, degree of salience and eye contact, distance). For the socio-cultural dimension,
they had to be able to answer wh- questions (who, why, where, when, which attitudes and values) and
observe the emotions, situations, relations, symbols, power relations, characters and cultures involved in the
picture. Finally, for the situational dimension, they had to analyze who created the picture, who it was
targeted at, where it appeared, how much background knowledge was required to understand the picture,
and its explicit and implicit ideological values.
(…)
Overall, we noticed that instruction on the theory helped students to understand better the context around
them, mainly the socio-cultural context, and it helped students to improve their reading because the
answers given before instruction on multimodality were very simple and did not point to a critical reading;
they only focused on what was on the surface of the text like “the text tells about environment,”
“if man does
not stop destroying the environment, he will die” or “the man will become a fish if he keeps on destroying
the environment”.
The answers given after those classes were more critical, the students used some concepts from the theory
and were able to point to some aspects of the three dimensions, like who was in the picture, what the
writer’s intention was; they also talked about the colors and the background of the picture pointing to the
dark color, why the writer had used that image and not another one, they associated the man’s face to the
words accompanying the visual.
(…)
The situational dimension seemed to be easier for students to understand and write about, mainly when it
guided them to reflect about some aspect of production, circulation and consumption of the images. The
socio-cultural context of images emphasized questions related to worldview, emotion, attitudes, values and
power relationships and was easy for learners to understand. In contrast, students did not explore the
linguistic aspect of the pictures; they did not mention colors, size, focus, background, or sharpness, perhaps
because in everyday classes the students are not encouraged to talk about them.
(SOUZA, V.G. & ALMEIDA, D..Towards a Multimodal Critical Approach to the Teaching of EFL in Brazil. Published in Kamhi-Stein, L., Diaz-Maggioli, G., & de
Oliveira, L. C. (Eds.) (2017). English language teaching in South America: Policy, preparation, and practices. Multilingual Matters).
According to this research, multimodality theory can help students
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