Questões de Concurso Público Prefeitura de Colômbia - SP 2021 para Professor de Inglês

   There is growing evidence that L2 learners pick up new words while viewing video but little is known about the role of individual differences. This study explores incidental learning after the viewing of a French documentary containing 15 pseudowords and investigates whether learning is moderated by participants’ prior vocabulary knowledge and working memory. Sixty-three higher-intermediate learners of French participated in this study. Prior vocabulary knowledge was measured by means of a French meaning recognition test. Participants also took a forward digit-span (phonological shortterm memory), a backward digit-span, and an operation-span task (complex working memory). After viewing the video, four surprise vocabulary tests on form and meaning were administered. Results revealed that learning gains occurred at the level of form and meaning recognition. Vocabulary knowledge was positively related to picking up new words from video. Complex working memory correlated with the recognition tests showed more incidental learning gains for learners with higher complex working memory.

   In Communicative ELT (English Language Teaching), text genre analysis is essential to uncover the social and the cultural basis of language. The notion of genre has largely drawn the attention of many scholars. It is incontestable that a genre-based approach to teaching greatly improves learners’ skills, not only in academic settings, but also in professional scenarios. A genre--oriented approach to language teaching incorporates an understanding that language is purposeful and that structures emerge from use. Additionally, there is an increasing recognition of the relevance of taking into consideration language varieties, text--types, and text genres while designing reading and writing language programs. As Martin (2002) points out, genres have been defined as staged, goal-oriented social processes. In these terms, as a level of context, genres represent “the system of staged goal-oriented social processes through which social subjects in a given culture live their lives”. In ELT, the concept of text genre sheds light on the influence of the context of culture on language. From that viewpoint, every culture structures particular ways of achieving communication goals in a given context through the production of written and oral texts. The fact that English is considered the predominant language for communicating research findings makes it paramount  that users of English as a Foreign Language (EFL) develop proficiency in research English across the skills of reading and writing. In order to be part of the scientific community, EFL researchers need to understand “the social processes by which knowledge about reality and the world are made”, that is, they need to be able to understand several genres that are part of academic social practice. Failure to understand written genres as social action may result in instruction that encourages the creation of texts to fit formal requirements, as opposed to the practice of achieving social goals. Technology also plays a role in assisting second/foreign language (L2) writing instruction. The Internet, social networks and digital media may provide EFL learners with greater opportunities for meaningful and authentic language use, which are usually interactive, social and multimodal. Learners can interact with other speakers of the language from different parts of the world, write blogs or create webpages and profiles in social networks and produce both written and oral language with a targeted community of speakers in mind.

(Available: http://www.scielo.br. Adapted.)

   In Communicative ELT (English Language Teaching), text genre analysis is essential to uncover the social and the cultural basis of language. The notion of genre has largely drawn the attention of many scholars. It is incontestable that a genre-based approach to teaching greatly improves learners’ skills, not only in academic settings, but also in professional scenarios. A genre--oriented approach to language teaching incorporates an understanding that language is purposeful and that structures emerge from use. Additionally, there is an increasing recognition of the relevance of taking into consideration language varieties, text--types, and text genres while designing reading and writing language programs. As Martin (2002) points out, genres have been defined as staged, goal-oriented social processes. In these terms, as a level of context, genres represent “the system of staged goal-oriented social processes through which social subjects in a given culture live their lives”. In ELT, the concept of text genre sheds light on the influence of the context of culture on language. From that viewpoint, every culture structures particular ways of achieving communication goals in a given context through the production of written and oral texts. The fact that English is considered the predominant language for communicating research findings makes it paramount  that users of English as a Foreign Language (EFL) develop proficiency in research English across the skills of reading and writing. In order to be part of the scientific community, EFL researchers need to understand “the social processes by which knowledge about reality and the world are made”, that is, they need to be able to understand several genres that are part of academic social practice. Failure to understand written genres as social action may result in instruction that encourages the creation of texts to fit formal requirements, as opposed to the practice of achieving social goals. Technology also plays a role in assisting second/foreign language (L2) writing instruction. The Internet, social networks and digital media may provide EFL learners with greater opportunities for meaningful and authentic language use, which are usually interactive, social and multimodal. Learners can interact with other speakers of the language from different parts of the world, write blogs or create webpages and profiles in social networks and produce both written and oral language with a targeted community of speakers in mind.

(Available: http://www.scielo.br. Adapted.)

   In Communicative ELT (English Language Teaching), text genre analysis is essential to uncover the social and the cultural basis of language. The notion of genre has largely drawn the attention of many scholars. It is incontestable that a genre-based approach to teaching greatly improves learners’ skills, not only in academic settings, but also in professional scenarios. A genre--oriented approach to language teaching incorporates an understanding that language is purposeful and that structures emerge from use. Additionally, there is an increasing recognition of the relevance of taking into consideration language varieties, text--types, and text genres while designing reading and writing language programs. As Martin (2002) points out, genres have been defined as staged, goal-oriented social processes. In these terms, as a level of context, genres represent “the system of staged goal-oriented social processes through which social subjects in a given culture live their lives”. In ELT, the concept of text genre sheds light on the influence of the context of culture on language. From that viewpoint, every culture structures particular ways of achieving communication goals in a given context through the production of written and oral texts. The fact that English is considered the predominant language for communicating research findings makes it paramount  that users of English as a Foreign Language (EFL) develop proficiency in research English across the skills of reading and writing. In order to be part of the scientific community, EFL researchers need to understand “the social processes by which knowledge about reality and the world are made”, that is, they need to be able to understand several genres that are part of academic social practice. Failure to understand written genres as social action may result in instruction that encourages the creation of texts to fit formal requirements, as opposed to the practice of achieving social goals. Technology also plays a role in assisting second/foreign language (L2) writing instruction. The Internet, social networks and digital media may provide EFL learners with greater opportunities for meaningful and authentic language use, which are usually interactive, social and multimodal. Learners can interact with other speakers of the language from different parts of the world, write blogs or create webpages and profiles in social networks and produce both written and oral language with a targeted community of speakers in mind.

(Available: http://www.scielo.br. Adapted.)

Long hailed as a melting pot of cultures, America is home to millions of immigrants – whether their ancestors sailed across on the Mayflower or they moved to the country last week. Research by the National Center for Educational Statisticsfound that one-third of U.S. students are considered racial or ethnic minorities, a number that is set to increase to more than half by 2050. In this changing educational landscape, teachers are challenged with creating inclusive classrooms where students of all backgrounds feel represented and welcomed. For teachers with a classroom full of students of different backgrounds, the responsibility to connect with them goes beyond simply knowing where they’re from, or what their favorite subjects are. These teachers must strive to understand their students in a more holistic way, incorporating their cultural traditions into lessons and activities, so students feel understood, comfortable, and focused on learning. Culture is a broad term, and one that is not easily summed up. In her book Culture Learning: The Fifth Dimension on the Language Classroom, author Louise Damen defined culture as the “learned and shared human patterns or models for living; day-to-day living patterns that pervade all aspects of human social interaction. Culture is mankind’s primary adaptive mechanism”. Individuals from varied nationalities, ethnicities, and races all bring cultural traditions to their interactions, and it’s up to teachers to recognize, celebrate and share these different perspectives. Using different activities and games in multicultural classrooms is an excellent way to foster inclusivity and encourage students to share their heritage. It’s also a beneficial way for teachers to involve students in different styles of study to immerse them in their learning. Sharing about oneself within the confines of an activity is often much easier than being asked open-ended questions and put “on the spot”. These activities can then provide a safe space for dialogue and serve as an entryway into more in-depth interactions.

(Available: https://www.accreditedschoolsonline.org. Adapted.)

Long hailed as a melting pot of cultures, America is home to millions of immigrants – whether their ancestors sailed across on the Mayflower or they moved to the country last week. Research by the National Center for Educational Statisticsfound that one-third of U.S. students are considered racial or ethnic minorities, a number that is set to increase to more than half by 2050. In this changing educational landscape, teachers are challenged with creating inclusive classrooms where students of all backgrounds feel represented and welcomed. For teachers with a classroom full of students of different backgrounds, the responsibility to connect with them goes beyond simply knowing where they’re from, or what their favorite subjects are. These teachers must strive to understand their students in a more holistic way, incorporating their cultural traditions into lessons and activities, so students feel understood, comfortable, and focused on learning. Culture is a broad term, and one that is not easily summed up. In her book Culture Learning: The Fifth Dimension on the Language Classroom, author Louise Damen defined culture as the “learned and shared human patterns or models for living; day-to-day living patterns that pervade all aspects of human social interaction. Culture is mankind’s primary adaptive mechanism”. Individuals from varied nationalities, ethnicities, and races all bring cultural traditions to their interactions, and it’s up to teachers to recognize, celebrate and share these different perspectives. Using different activities and games in multicultural classrooms is an excellent way to foster inclusivity and encourage students to share their heritage. It’s also a beneficial way for teachers to involve students in different styles of study to immerse them in their learning. Sharing about oneself within the confines of an activity is often much easier than being asked open-ended questions and put “on the spot”. These activities can then provide a safe space for dialogue and serve as an entryway into more in-depth interactions.

(Available: https://www.accreditedschoolsonline.org. Adapted.)

Long hailed as a melting pot of cultures, America is home to millions of immigrants – whether their ancestors sailed across on the Mayflower or they moved to the country last week. Research by the National Center for Educational Statisticsfound that one-third of U.S. students are considered racial or ethnic minorities, a number that is set to increase to more than half by 2050. In this changing educational landscape, teachers are challenged with creating inclusive classrooms where students of all backgrounds feel represented and welcomed. For teachers with a classroom full of students of different backgrounds, the responsibility to connect with them goes beyond simply knowing where they’re from, or what their favorite subjects are. These teachers must strive to understand their students in a more holistic way, incorporating their cultural traditions into lessons and activities, so students feel understood, comfortable, and focused on learning. Culture is a broad term, and one that is not easily summed up. In her book Culture Learning: The Fifth Dimension on the Language Classroom, author Louise Damen defined culture as the “learned and shared human patterns or models for living; day-to-day living patterns that pervade all aspects of human social interaction. Culture is mankind’s primary adaptive mechanism”. Individuals from varied nationalities, ethnicities, and races all bring cultural traditions to their interactions, and it’s up to teachers to recognize, celebrate and share these different perspectives. Using different activities and games in multicultural classrooms is an excellent way to foster inclusivity and encourage students to share their heritage. It’s also a beneficial way for teachers to involve students in different styles of study to immerse them in their learning. Sharing about oneself within the confines of an activity is often much easier than being asked open-ended questions and put “on the spot”. These activities can then provide a safe space for dialogue and serve as an entryway into more in-depth interactions.

(Available: https://www.accreditedschoolsonline.org. Adapted.)