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According to Dudley-Evans and St John (1998, 10-11), there are several widely-believed essential advantages of ESP courses: they are more motivating than EGP courses as they focus on the learner’s needs, more cost-effective, and the aims are widely accepted by learners. However, the level of motivation depends on the individual learner especially in ESP as learners seek variety from the commonly addressed topics. The problem here is that it is, naturally, easier to do specific work with highly motivated students whereas with less motivated students teachers tend to stick with more general work and topics. In ESP, it is crucial to present any teaching activity in a context regardless of the aim. Dudley-Evans and St John distinguish in this respect “carrier content” and “real content” (1998, 11): carrier content describes an authentic topic to teach the real content which is the language of process.
KOPPITSCH, Gerlinde. Teaching English for Specific Purposes. An action research project. Master Thesis. Alpen-Adria-Universität Klagenfurt, Klagenfurt, 2019.
According to the text, what is a crucial aspect of teaching English for Specific Purposes (ESP) courses?
What are the four main elements of the communicative competence framework presented by Canale and Swain (1980) which is the foundation of many studies on English language teaching like Almeida Filho (2005)?
Learning the English language solely contributes to the professional integration of students, neglecting other social and cultural aspects.
Learning the English language contributes to the development of intercultural awareness among students.
Teaching English as a lingua franca exclusively values the linguistic patterns of native English speakers, such as Americans and Britons.
Interdisciplinarity emerged as a response to the fragmentation of knowledge that occurred mainly in the 19th century.
According to the National Common Curricular Base, the teaching of English language in elementary education should be exclusively centered on the culture and literature of English-speaking countries, neglecting Brazilian culture and linguistic diversity.
The proposed organizing axes for teaching English should be treated separately, without any relation between them.
Human rights are inherent to the human condition and, therefore, do not depend on any legislation for their validity. Thus, they are interdependent and indivisible, which means that we cannot choose to accept only some of them while ignoring the others.
Authorial writing in the teaching of English is restricted to highly elaborated texts, excluding simpler forms of textual expression.
In the communicative approach, foreign language teaching prioritizes the pragmatic and social meaning of language.
An important criterion when selecting a text for reading activities is the level of familiarity students have with the subject addressed in the text, as this can compromise their interest in reading if the subject is completely known to them.
Suffixation is a derivation process in which an affix is added to the beginning and end of an existing word.
In the structural or grammatical approach, English teaching focuses on transmitting linguistic knowledge to students, while learning consists of correctly employing these linguistic items and rules.
Due to the interdisciplinary approach in school, the teaching of foreign language should be oriented exclusively towards language knowledge, as it is necessary to use it solely as a communication tool rather than a cultural product.
The criterion of authenticity of a text, according to Breen (1985), is primarily related to the nature of the text, ensuring that it is genuine and reflects the real use of the language.
Educational psychologists unanimously agree on a single theoretical approach to solving educational challenges, without recognizing the diversity of theories available to address specific problems.
Determiners are words that modify nouns but cannot be used alone.
The self-assessment of the students is not considered a relevant practice in the formative assessment proposed in the text.
The cultural change necessary to promote Human Rights in Brazil must preserve the values and customs historically rooted in Brazilian society.