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RICHARDS, Jack C. Theories of Teaching in Language Teaching. In: RICHARDS, J. C. & RENANDYA, W. A. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press, 2002, p. 21.
Which of the following characteristics is concerned with an effective teaching?
TEXT I
LEARNING LANGUAGE: NEWINSIGHTS INTO HOWBRAIN FUNCTIONS
For most native English-speakers, learning the Mandarin Chinese language from scratch is no easy task.
Learning it in a class that essentially compresses a one-semester college course into a single month of intensive instruction -- and agreeing to have your brain scanned before and after -- might seem even more daunting.
But the 24 Americans who did just that have enabled University of Delaware cognitive neuroscientist Zhenghan Qi and her colleagues to make new discoveries about how adults learn a foreign language.
The study, published in May in the journal NeuroImage, focused on the roles of the brain's left and right hemispheres in language acquisition. The findings could lead to instructional methods that potentially improve students' success in learning a new language.
"The left hemisphere is known as the language-learning part of the brain, but we found that it was the right hemisphere that determined the eventual success" in learning Mandarin, said Qi, assistant professor of linguistics and cognitive science.
"This was new," she said. "For decades, everyone has focused on the left hemisphere, and the right hemisphere has been largely
overlooked."
The left hemisphere is undoubtedly important in language learning, Qi said, noting that clinical research on individuals with speech disorders has indicated that the left side of the brain is in many ways the hub of language processing.
But, she said, before any individuals -- infants learning their native language or adults learning a second language -- begin
processing such aspects of the new language as vocabulary and grammar, they must first learn to identify its basic sounds or
phonological elements.
It's during that process of distinguishing "acoustic details" of sounds where the right side of the brain is key, according to the new findings.
Researchers began by exposing the 24 participants in the study to pairs of sounds that were similar but began with different consonants, such as "bah" and "nah," and having them describe the tones, Qi said.
"We asked: Were the tones of those two sounds similar or different?" she said. "We used the brain activation patterns during this task to predict who would be the most successful learners" of the new language.
The study continued by teaching the participants in a setting designed to replicate a college language class, although the usual semester was condensed into four weeks of instruction. Students attended class for three and a half hours a day, five days a week, completed homework assignments and took tests.
"Our research is the first to look at attainment and long-term retention of real-world language learned in a classroom setting, which is how most people learn a new language," Qi said.
By scanning each participant's brain with functional MRI (magnetic resonance imaging) at the beginning and end of the project, the scientists were able to see which part of the brain was most engaged while processing basic sound elements in Mandarin. To their surprise, they found that -- although, as expected, the left hemisphere showed a substantial increase of activation later in the learning process -- the right hemisphere in the most successful learners was most active in the early, sound-recognition stage.
"It turns out that the right hemisphere is very important in processing foreign speech sounds at the beginning of learning," Qi said. She added that the right hemisphere's role then seems to diminish in those successful learners as they continue learning the language.
Additional research will investigate whether the findings apply to those learning other languages, not just Mandarin. The eventual goal is to explore whether someone can practice sound recognition early in the process of learning a new language to potentially improve their success.
"We found that the more active the right hemisphere is, the more sensitive the listener is to acoustic differences in sound," Qi said. "Everyone has different levels of activation, but even if you don't have that sensitivity to begin with, you can still learn successfully if your brain is plastic enough."
Researchers can't say for certain how to apply these findings to real-life learning, but when it comes down to it, "Adults are trainable," Qi said. "They can train themselves to become more sensitive to foreign speech sounds."
( S o u r c e : U n i v e r s i t y o f D e l a w a r e . " L e a r n i n g l a n g u a g e : N e w i n s i g h t s i n t o h o w b r a i n f u n c t i o n s . " S c i e n c e D a i l y .<www.sciencedaily.com/releases/2019/05/190508093716.htm> ScienceDaily, 8 May 2019).
TEXT I
LEARNING LANGUAGE: NEWINSIGHTS INTO HOWBRAIN FUNCTIONS
For most native English-speakers, learning the Mandarin Chinese language from scratch is no easy task.
Learning it in a class that essentially compresses a one-semester college course into a single month of intensive instruction -- and agreeing to have your brain scanned before and after -- might seem even more daunting.
But the 24 Americans who did just that have enabled University of Delaware cognitive neuroscientist Zhenghan Qi and her colleagues to make new discoveries about how adults learn a foreign language.
The study, published in May in the journal NeuroImage, focused on the roles of the brain's left and right hemispheres in language acquisition. The findings could lead to instructional methods that potentially improve students' success in learning a new language.
"The left hemisphere is known as the language-learning part of the brain, but we found that it was the right hemisphere that determined the eventual success" in learning Mandarin, said Qi, assistant professor of linguistics and cognitive science.
"This was new," she said. "For decades, everyone has focused on the left hemisphere, and the right hemisphere has been largely
overlooked."
The left hemisphere is undoubtedly important in language learning, Qi said, noting that clinical research on individuals with speech disorders has indicated that the left side of the brain is in many ways the hub of language processing.
But, she said, before any individuals -- infants learning their native language or adults learning a second language -- begin
processing such aspects of the new language as vocabulary and grammar, they must first learn to identify its basic sounds or
phonological elements.
It's during that process of distinguishing "acoustic details" of sounds where the right side of the brain is key, according to the new findings.
Researchers began by exposing the 24 participants in the study to pairs of sounds that were similar but began with different consonants, such as "bah" and "nah," and having them describe the tones, Qi said.
"We asked: Were the tones of those two sounds similar or different?" she said. "We used the brain activation patterns during this task to predict who would be the most successful learners" of the new language.
The study continued by teaching the participants in a setting designed to replicate a college language class, although the usual semester was condensed into four weeks of instruction. Students attended class for three and a half hours a day, five days a week, completed homework assignments and took tests.
"Our research is the first to look at attainment and long-term retention of real-world language learned in a classroom setting, which is how most people learn a new language," Qi said.
By scanning each participant's brain with functional MRI (magnetic resonance imaging) at the beginning and end of the project, the scientists were able to see which part of the brain was most engaged while processing basic sound elements in Mandarin. To their surprise, they found that -- although, as expected, the left hemisphere showed a substantial increase of activation later in the learning process -- the right hemisphere in the most successful learners was most active in the early, sound-recognition stage.
"It turns out that the right hemisphere is very important in processing foreign speech sounds at the beginning of learning," Qi said. She added that the right hemisphere's role then seems to diminish in those successful learners as they continue learning the language.
Additional research will investigate whether the findings apply to those learning other languages, not just Mandarin. The eventual goal is to explore whether someone can practice sound recognition early in the process of learning a new language to potentially improve their success.
"We found that the more active the right hemisphere is, the more sensitive the listener is to acoustic differences in sound," Qi said. "Everyone has different levels of activation, but even if you don't have that sensitivity to begin with, you can still learn successfully if your brain is plastic enough."
Researchers can't say for certain how to apply these findings to real-life learning, but when it comes down to it, "Adults are trainable," Qi said. "They can train themselves to become more sensitive to foreign speech sounds."
( S o u r c e : U n i v e r s i t y o f D e l a w a r e . " L e a r n i n g l a n g u a g e : N e w i n s i g h t s i n t o h o w b r a i n f u n c t i o n s . " S c i e n c e D a i l y .<www.sciencedaily.com/releases/2019/05/190508093716.htm> ScienceDaily, 8 May 2019).
TEXT I
LEARNING LANGUAGE: NEWINSIGHTS INTO HOWBRAIN FUNCTIONS
For most native English-speakers, learning the Mandarin Chinese language from scratch is no easy task.
Learning it in a class that essentially compresses a one-semester college course into a single month of intensive instruction -- and agreeing to have your brain scanned before and after -- might seem even more daunting.
But the 24 Americans who did just that have enabled University of Delaware cognitive neuroscientist Zhenghan Qi and her colleagues to make new discoveries about how adults learn a foreign language.
The study, published in May in the journal NeuroImage, focused on the roles of the brain's left and right hemispheres in language acquisition. The findings could lead to instructional methods that potentially improve students' success in learning a new language.
"The left hemisphere is known as the language-learning part of the brain, but we found that it was the right hemisphere that determined the eventual success" in learning Mandarin, said Qi, assistant professor of linguistics and cognitive science.
"This was new," she said. "For decades, everyone has focused on the left hemisphere, and the right hemisphere has been largely
overlooked."
The left hemisphere is undoubtedly important in language learning, Qi said, noting that clinical research on individuals with speech disorders has indicated that the left side of the brain is in many ways the hub of language processing.
But, she said, before any individuals -- infants learning their native language or adults learning a second language -- begin
processing such aspects of the new language as vocabulary and grammar, they must first learn to identify its basic sounds or
phonological elements.
It's during that process of distinguishing "acoustic details" of sounds where the right side of the brain is key, according to the new findings.
Researchers began by exposing the 24 participants in the study to pairs of sounds that were similar but began with different consonants, such as "bah" and "nah," and having them describe the tones, Qi said.
"We asked: Were the tones of those two sounds similar or different?" she said. "We used the brain activation patterns during this task to predict who would be the most successful learners" of the new language.
The study continued by teaching the participants in a setting designed to replicate a college language class, although the usual semester was condensed into four weeks of instruction. Students attended class for three and a half hours a day, five days a week, completed homework assignments and took tests.
"Our research is the first to look at attainment and long-term retention of real-world language learned in a classroom setting, which is how most people learn a new language," Qi said.
By scanning each participant's brain with functional MRI (magnetic resonance imaging) at the beginning and end of the project, the scientists were able to see which part of the brain was most engaged while processing basic sound elements in Mandarin. To their surprise, they found that -- although, as expected, the left hemisphere showed a substantial increase of activation later in the learning process -- the right hemisphere in the most successful learners was most active in the early, sound-recognition stage.
"It turns out that the right hemisphere is very important in processing foreign speech sounds at the beginning of learning," Qi said. She added that the right hemisphere's role then seems to diminish in those successful learners as they continue learning the language.
Additional research will investigate whether the findings apply to those learning other languages, not just Mandarin. The eventual goal is to explore whether someone can practice sound recognition early in the process of learning a new language to potentially improve their success.
"We found that the more active the right hemisphere is, the more sensitive the listener is to acoustic differences in sound," Qi said. "Everyone has different levels of activation, but even if you don't have that sensitivity to begin with, you can still learn successfully if your brain is plastic enough."
Researchers can't say for certain how to apply these findings to real-life learning, but when it comes down to it, "Adults are trainable," Qi said. "They can train themselves to become more sensitive to foreign speech sounds."
( S o u r c e : U n i v e r s i t y o f D e l a w a r e . " L e a r n i n g l a n g u a g e : N e w i n s i g h t s i n t o h o w b r a i n f u n c t i o n s . " S c i e n c e D a i l y .<www.sciencedaily.com/releases/2019/05/190508093716.htm> ScienceDaily, 8 May 2019).
TEXT I
LEARNING LANGUAGE: NEWINSIGHTS INTO HOWBRAIN FUNCTIONS
For most native English-speakers, learning the Mandarin Chinese language from scratch is no easy task.
Learning it in a class that essentially compresses a one-semester college course into a single month of intensive instruction -- and agreeing to have your brain scanned before and after -- might seem even more daunting.
But the 24 Americans who did just that have enabled University of Delaware cognitive neuroscientist Zhenghan Qi and her colleagues to make new discoveries about how adults learn a foreign language.
The study, published in May in the journal NeuroImage, focused on the roles of the brain's left and right hemispheres in language acquisition. The findings could lead to instructional methods that potentially improve students' success in learning a new language.
"The left hemisphere is known as the language-learning part of the brain, but we found that it was the right hemisphere that determined the eventual success" in learning Mandarin, said Qi, assistant professor of linguistics and cognitive science.
"This was new," she said. "For decades, everyone has focused on the left hemisphere, and the right hemisphere has been largely
overlooked."
The left hemisphere is undoubtedly important in language learning, Qi said, noting that clinical research on individuals with speech disorders has indicated that the left side of the brain is in many ways the hub of language processing.
But, she said, before any individuals -- infants learning their native language or adults learning a second language -- begin
processing such aspects of the new language as vocabulary and grammar, they must first learn to identify its basic sounds or
phonological elements.
It's during that process of distinguishing "acoustic details" of sounds where the right side of the brain is key, according to the new findings.
Researchers began by exposing the 24 participants in the study to pairs of sounds that were similar but began with different consonants, such as "bah" and "nah," and having them describe the tones, Qi said.
"We asked: Were the tones of those two sounds similar or different?" she said. "We used the brain activation patterns during this task to predict who would be the most successful learners" of the new language.
The study continued by teaching the participants in a setting designed to replicate a college language class, although the usual semester was condensed into four weeks of instruction. Students attended class for three and a half hours a day, five days a week, completed homework assignments and took tests.
"Our research is the first to look at attainment and long-term retention of real-world language learned in a classroom setting, which is how most people learn a new language," Qi said.
By scanning each participant's brain with functional MRI (magnetic resonance imaging) at the beginning and end of the project, the scientists were able to see which part of the brain was most engaged while processing basic sound elements in Mandarin. To their surprise, they found that -- although, as expected, the left hemisphere showed a substantial increase of activation later in the learning process -- the right hemisphere in the most successful learners was most active in the early, sound-recognition stage.
"It turns out that the right hemisphere is very important in processing foreign speech sounds at the beginning of learning," Qi said. She added that the right hemisphere's role then seems to diminish in those successful learners as they continue learning the language.
Additional research will investigate whether the findings apply to those learning other languages, not just Mandarin. The eventual goal is to explore whether someone can practice sound recognition early in the process of learning a new language to potentially improve their success.
"We found that the more active the right hemisphere is, the more sensitive the listener is to acoustic differences in sound," Qi said. "Everyone has different levels of activation, but even if you don't have that sensitivity to begin with, you can still learn successfully if your brain is plastic enough."
Researchers can't say for certain how to apply these findings to real-life learning, but when it comes down to it, "Adults are trainable," Qi said. "They can train themselves to become more sensitive to foreign speech sounds."
( S o u r c e : U n i v e r s i t y o f D e l a w a r e . " L e a r n i n g l a n g u a g e : N e w i n s i g h t s i n t o h o w b r a i n f u n c t i o n s . " S c i e n c e D a i l y .<www.sciencedaily.com/releases/2019/05/190508093716.htm> ScienceDaily, 8 May 2019).
A partir deste contexto, analise as asserções a seguir:
I- Nas folhas verdes os comprimentos de onda verde são os mais absorvidos pela clorofila.
Porque
II- Aclorofila dos cloroplastos das folhas verdes reflete comprimentos de onda vermelho.
A respeito dessas asserções, assinale a opção CORRETA.
Sobre o Grande Intercambio Americano conclui-se que:
Um benefício dos serviços ecossistêmicos de regulação que justifica a preservação da biodiversidade local é:
I- Eclipses lunares: o Sol projeta a sombra esférica da Terra na Lua. II- Nascer e pôr do Sol: pessoas em diferentes continentes não veem ao mesmo tempo o nascer ou o pôr do Sol. III- Durações dos dias e das noites: os dias e as noites têm o mesmo tempo de duração em todos os locais do planeta. IV- Estações do ano: o Sol assume diferentes órbitas com diferentes tamanhos de raios, fazendo com que se aproxime ou se afaste dos trópicos, originando assim as estações do ano. V- Volta o mundo: seguindo-se sempre numa mesma direção é possível retornar ao ponto de partida, ao invés de se chegar a uma borda ou se afastar indefinidamente da origem. VI- Observação no horizonte: ao observarmos um barco desaparecer no horizonte ele vai ficando cada vez menor até que não seja mais possível vê-lo.
Para contra argumentar a ideia da Terra plana com a exposição de evidências de que a Terra é esférica, docentes de ciências devem se respaldar em argumentos tais como os citados em:
Considerando esse contexto, analise as asserções a seguir:
I- Sexo se refere a um conjunto de características genotípicas e biológicas, enquanto que o gênero é uma construção social e histórica.
Porque
II- Gênero é um conceito que se refere a um sistema de atributos sociais, tais como papéis, crenças, atitudes e relações entre mulheres e homens, os quais não são determinados biologicamente, e que contribuem para orientar o sentido do que é ser homem ou ser mulher numa dada sociedade.
A respeito dessas asserções, assinale a opção CORRETA.
Em um segundo momento, utilizando a técnica Crispr, pesquisadores substituíram o enhancer de um camundongo pelo enhancer de uma cobra. O resultado foi o desenvolvimento de um camundongo sem patas. Após identificar a diferença do enhancer das cobras em relação ao das outras espécies de vertebrados, o terceiro passo foi corrigir o DNAda cobra para tentar recapitular a função do enhancer. Assim trocaram o enhancer do camundongo, por um enhancer corrigido de cobra. O resultado foi o desenvolvimento de um camundongo com patas. Portanto, a pesquisa sugeriu que a degeneração do enhancer foi o motivo pelo qual as cobras deixaram de ter patas durante o seu processo evolutivo. Fonte: Kvon, E. Z. et al.Progressive loss of function in a limb enhancer during snake evolution. Cell 167, pp. 633–642, 2016.
A partir desse experimento, conclui-se que um dos eventos evolutivos que permitiu a perda das patas durante a evolução das cobras foi
A Organização Mundial da Saúde (OMS), publicou uma lista com as dez ameaças à saúde global em 2019. Dentre elas destaca-se o movimento antivacina. Entre as razões pelas quais se escolhe não vacinar estão complacência, inconveniência no acesso a vacinas e falta de confiança.
Fonte: OMS - Organização Mundial da Saúde. Ten threats to global health in 2019. Disponível em: https://www.who.int/fr/emergencies/ten-threats-to-global-health-in2019
Nesse contexto, é justificável
Este tipo de processo também pode ser observado
I- na efervescência de um comprimido colocado em um copo com água. II- no precipitado da mistura do açúcar em uma xícara de café. III- na eletricidade liberada pelas pilhas em um controle remoto. IV- no congelamento da água colocada em recipiente no refrigerador. V- na mudança da coloração de uma maçã apodrecida. VI- na evaporação do álcool cujo frasco ficou destampado.
É CORRETO o que se afirma em:
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