Questões de Concurso Público Prefeitura de Cuiabá - MT 2019 para Professor de Ensino Fundamental - Letras/ Inglês
Foram encontradas 2 questões
Ano: 2019
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Letras/ Inglês |
Q1083136
Inglês
Texto associado
Texto I
GRAMMAR INSTRUCTION
As a result of the communicative revolution in
language teaching, it has become increasingly clear
that grammar is a tool or resource to be used in the
comprehension and creation of oral and written
discourse rather than something to be learned as an
end in itself. When learned as a decontextualized
sentence-level system, grammar is not very useful to
learners as they listen, read, speak, and write in their
second or foreign language. Indeed, as Canale and
Swain (1980) have posited, communicative
competence consists of four components, only one of
which – Item 3 below – involves grammar:
1. Sociolinguistic competence (i.e., appropriacy): The
speaker/ writer knows how to express the message in
terms of the person being addressed and the overall
circumstances and purpose of the communication.
2. Discourse competence: The selection, sequence,
and arrangement of words and structures are clear
and effective means of expressing the
speaker/writer's intended message.
3. Linguistic competence (i.e., accuracy): The forms,
inflections, and sequences used to express the
message are grammatically correct.
4. Strategic competence: The speaker/writer has
effective and unobtrusive strategies to compensate
for any weaknesses s/he has in the above three
areas.
Certainly, in many person-to-person
communications, sociolinguistic appropriacy and
discourse competence are more important than
grammatical accuracy, provided that the grammar
used is not inaccurate to the point of
miscommunicating the intended message;
communication is the overriding concern. However,
there are situations where a reasonable degree of
accuracy is also critical, and this is our current focus.
In order for ESL/EFL teachers to consistently
present grammar as serving some higher-order
objective, Celce-Murcia and Hilles (1988) suggest
that grammar should never be taught as an end in
itself but always with reference to meaning, social
factors, or discourse – or a combination of these
factors. Larsen-Freeman's (1991) position is similar:
She sees form, meaning, and function as three
interacting dimensions of language; the classroom
teacher must decide in which dimension the students are experiencing the greatest learning challenge at
any given moment and respond with appropriate
instruction.
(Adapted from: CELCE-MURCIA, M. Grammar Pedagogy in
Second and Foreign Language Teaching. TESOL Quarterly,
25(3), 459, 1991.)
No enunciado "The speaker/writer has effective
and unobtrusive strategies to compensate for any
weaknesses s/he has in the above three areas", o
termo em destaque pode ser compreendido como:
Ano: 2019
Banca:
SELECON
Órgão:
Prefeitura de Cuiabá - MT
Prova:
SELECON - 2019 - Prefeitura de Cuiabá - MT - Professor de Ensino Fundamental - Letras/ Inglês |
Q1083140
Inglês
Texto associado
Texto III
Warnock (2009) stated that the first reason to
teach writing online is that the environment can be
purely textual. Students are in a rich, guided learning
environment in which they express themselves to a
varied audience with their written words. The
electronic communication tools allow students to write
to the teacher and to each other in ways that will open
up teaching and learning opportunities for everyone
involved. Besides, writing teachers have a unique
opportunity because writing-centered online courses
allow instructors and students to interact in ways
beyond content delivery. They allow students to build a community through electronic means. For students
whose options are limited, these electronic
communities can build the social and professional
connections that constitute some of education's real
value (Warnock, 2009).
Moreover, Melor (2007) pointed out that social
interaction technologies have great benefits for
lifelong education environments. The social
interaction can help enhancing the skills such as the
ability to search, to evaluate, to interact meaningfully
with tools, and so on. Education activities can usually
take place in the classroom which teacher and
students will face to face, but now, it can be carried out
through the social network technologies including
discussion and assessment. According to Kamarul
Kabilan, Norlida Ahmad and Zainol Abidin (2010),
using Facebook affects learner motivation and
strengthens students' social networking practices.
What is more, according to Munoz and Towner (2009),
Facebook also increases the level of web-based
interaction among both teacher-student and student-student. Facebook assists the teachers to connect
with their students outside of the classroom and
discuss about the assignments, classroom events
and useful links.
Hence, social networking services like Facebook
can be chosen as the platform to teach ESL writing.
Social networking services can contribute to
strengthen relationships among teachers as well as
between teachers and students. Besides, they can be
used for teachers and students to share the ideas, to
find the solutions and to hold an online forum when
necessary. Using social networking services have
more options than when using communication tools
which only have single function, such as instant
messaging or e-mail. The people can share interests,
post, upload variety kinds of media to social
networking services so that their friends could find
useful information (Wikipedia, 2010).
(Adapted from: YUNUS, M. D.; SALEHI, H.; CHENZI, C. English
Language Teaching; Vol. 5, No. 8; 2012.)
Na sentença "The social interaction can help
enhancing the skills such as the ability to search, to
evaluate, to interact meaningfully with tools, and so
on", o termo "enhancing" tem o mesmo significado
que:
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