Questões de Concurso Para if-rs

language ego, intrinsic motivation, self-confidence, risk-taking and the language-culture connection are affective principles.

the native language effect, interlanguage, communicative competence and the language-culture connection are linguistic principles.

automaticity, meaningful learning, the anticipation of reward, intrinsic motivation and strategic investment are cognitive principles.

automaticity, meaningful learning, risk-taking, the anticipation of reward and intrinsic motivation are cognitive principles.

the native language effect, interlanguage, automaticity and communicative competence are linguistic principles.

The basis for teaching is the spoken, not the written language.

Teachers and students should use the second language rather than the first language in the classroom.

Teachers should avoid explicit discussion of grammar.

The aim of language teaching is to make students like native speakers.

Vocabulary teaching should be part of the syllabus, and taught on regular basis.

1-B; 2-C; 3-A.

1-A; 2-B; 3-C.

1-A; 2-C; 3-B.

1-C; 2-A; 3-B.

1-C; 2-B; 3-A.

The word processor allows the learners to work towards a text that is both longer than they would normally create when handwriting and more accurate, both because of the correction tools, but also because it is so much easier to go back and correct the text.

Working with a word processor in real life can be a solitary process, but this has seldom been the case in language classes; in most schools the production of written material has generally been collaborative.

The internet can be a rich source of authentic oral models via recorded songs, talking electronic books, podcasts and video clips that help learners with pronunciation as well as acquisition and reinforcement of new vocabulary.

The Internet brought autonomy to the learners. Any kind of student can use the Internet for self-study purposes; they are able to select appropriate material, decide what to do at their own pace.

In order to access the web effectively, to gain maximum language learning from any material or activity, we need to make sure that the learners have the necessary skills to be able to approach and interpret a text.

identifying one’s own learning style preferences and needs, planning for an L2 task, gathering and organizing materials are examples of cognitive strategies; learn and retrieve information in an orderly string (e.g., acronyms), while other techniques create learning and retrieval via sounds (e.g., rhyming), images (e.g., a mental picture of the word itself or the meaning of the word) are examples of memory-related strategies.

note-taking, synthesizing, reorganizing information to develop stronger schemas (knowledge structures), and practicing structures and sounds formally are examples of cognitive strategies; arranging a study space and a schedule, monitoring mistakes, and evaluating task success, and evaluating the success of any type of learning strategy are examples of metacognitive strategies.

guessing from the context in listening and reading; using synonyms and “talking around” the missing word to aid speaking and writing; and strictly for speaking, using gestures or pause words) are examples of are examples of memory-related strategies; asking questions to get verification, asking for clarification of a confusing point, asking for help in doing a language task, talking with a native-speaking conversation partner, and exploring cultural norms are examples of affective strategies.

guessing from the context in listening and reading; using synonyms and “talking around” the missing word to aid speaking and writing; and strictly for speaking, using gestures or pause words, are examples of cognitive strategies; asking questions to get verification, asking for clarification of a confusing point, asking for help in doing a language task, talking with a native-speaking conversation partner, and exploring cultural norms are examples of social strategies.

identifying one’s mood and anxiety level, talking about feelings, rewarding oneself for good performance, and using deep breathing or positive self-talk are examples of affective strategies; learn and retrieve information in an orderly string (e.g., acronyms), while other techniques create learning and retrieval via sounds (e.g., rhyming), images (e.g., a mental picture of the word itself or the meaning of the word) are examples of cognitive strategies.