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(Obs.: o caractere + foi utilizado apenas para interpretação).
Considerando o navegador Google Chrome, versão 78 em português, para abrir as opções de "Limpar dados de navegação", basta executar qual tecla de atalho?
(Obs.: o caractere + foi utilizado apenas para interpretação).
O trecho a seguir contextualiza o tema tratado na questão. Leia‐o atentamente.
“Primeira delegada especial para mulheres, Rosmary Corrêa conta que o equipamento foi a primeira política pública direcionada a vítimas de violência no Brasil. ‘A ideia era oferecer um espaço diferenciado para a mulher, que seria atendida por outras mulheres, para que ela ficasse mais à vontade para falar a respeito desse assunto’, lembra. Hoje, existem nove delegacias da mulher somente na capital paulista e 130 em todo o estado. A partir da criação da delegacia, o governo passou a ter ciência e a enxergar a violência sofrida pelas mulheres, tanto agressões físicas quanto discriminações e ofensas. Para atendê‐las integralmente, criou‐se um setor de assistência social, dentro da própria delegacia, além de um abrigo para mulheres que não podiam voltar para casa por medo de serem mortas pelo marido. ‘Tudo começou a aparecer depois que se mostrou a realidade que muitas mulheres viviam dentro de casa’, afirma Rosmary.”
(Disponível em: http://agenciabrasil.ebc.com.br/direitos‐humanos/noticia/2015‐08/ha‐30‐anos‐delegacia‐da‐mulher‐deu‐inicio‐politicas‐de‐ combate.)
Texto para responder a questão.
Pesquisas atuais demonstram haver a percepção de aumento dos conflitos nas escolas, que, com frequência, enfrentam problemas de convivência, como bullying, violência e indisciplina. Diante dessas situações, muitos docentes se sentem despreparados e inseguros para intervir construtivamente, pois não se acham aptos a mediar conflitos de forma a favorecer o aprendizado de valores e normas de convívio. Estudos também indicam que as desavenças entre os alunos são resolvidas, principalmente, com estratégias submissas – como não interagir e guardar rancor – ou agressivas – usando imposições ou coerções, um nível ainda muito elementar de resolução.
A escola é o local ideal para trabalhar relações de colaboração e cooperação, pois, para aprender a viver em grupo, é preciso ter experiências de vida em comum. O desenvolvimento da autonomia e das relações justas e solidárias faz parte da maioria dos projetos pedagógicos, mas poucas vezes os cursos de formação estudam como a escola pode favorecê‐lo, apesar de atualmente existirem inúmeras pesquisas e vivências nesse campo. A proposta desta coluna é contribuir para divulgá‐las, para que a difícil, mas necessária, Educação socioafetiva torne‐se projeto institucional, deixando de ser uma questão privada de cada docente. Em alguns meses, vou compartilhar textos feitos em conjunto com estudiosos para que as informações sejam consistentes e atuais.
(Telma Vinha. Nova escola, edição 279, fevereiro 2015. Adaptado.)
Read the text to answer
The nature of approaches and methods in language teaching
Although specific theories of the language may provide the basis for a particular teaching method, other methods derive primarily from a theory of language learning. A learning theory underlying an approach or method responds to two questions: (a) What are the psycholinguistic and cognitive processes involved in language learning? and (b) What are the conditions that need to be met in order for these learning processes to be activated? Learning theories associated with a method at the level of approach may emphasize either one or both of these dimensions. Process‐ oriented theories build on learning processes, such as habit formation, induction, inferencing, hypothesis testing, and generalization. Condition‐oriented theories emphasize the nature of the human and physical context in which language learning takes place.
Stephen D. Krashen’s Monitor Model of second language development (1981) is an example of a learning theory on which a method (the Natural Approach) has been built. At the level of process, Krashen distinguishes between acquisition and learning. Acquisition refers to the natural assimilation of language rules through using language for communication. Learning refers to the formal study of language rules and is a conscious process. Krashen’s theory also addresses the conditions necessary for the process of “acquisition” to take place. He describes these in terms of the type of “input” the learner receives. Input must be comprehensible, slightly above the learner’s present level of competence, interesting or relevant, not grammatically sequenced, in sufficient quantity, and experience in low‐anxiety contexts.
Tracy Terrell’s Natural Approach (1977) is an example of a method derived primarily from a learning theory rather than from a particular view of language. Although the Natural approach is based on a learning theory that specifies both processes and conditions, the learning theory underlying such methods as Counseling‐Learning and the Silent Way addresses primarily the conditions held to be necessary for learning to take place without specifying what the learning processes themselves are presumed to be.
Charles A. Curran in his writings on the Counseling‐Learning (1972), for example, focuses on the conditions necessary for successful learning. James Asher’s Total Physical Response (Asher 1977) is likewise a method that derives from a learning theory. Caleb Gattemo’s Silent Way (1972, 1976) is built around a theory of the conditions necessary for successful learning to be realized. Many of the techniques used in the method are designed to train learners to consciously use their intelligence to heighten learning potencial.
(Richards, Jack C. and Rodgers, Theodore S. Approaches and Methods in Language Teaching. 2nd ed. Cambridge University Press, 2004. P. 22‐23. Adapted.)
Read the text to answer
The nature of approaches and methods in language teaching
Although specific theories of the language may provide the basis for a particular teaching method, other methods derive primarily from a theory of language learning. A learning theory underlying an approach or method responds to two questions: (a) What are the psycholinguistic and cognitive processes involved in language learning? and (b) What are the conditions that need to be met in order for these learning processes to be activated? Learning theories associated with a method at the level of approach may emphasize either one or both of these dimensions. Process‐ oriented theories build on learning processes, such as habit formation, induction, inferencing, hypothesis testing, and generalization. Condition‐oriented theories emphasize the nature of the human and physical context in which language learning takes place.
Stephen D. Krashen’s Monitor Model of second language development (1981) is an example of a learning theory on which a method (the Natural Approach) has been built. At the level of process, Krashen distinguishes between acquisition and learning. Acquisition refers to the natural assimilation of language rules through using language for communication. Learning refers to the formal study of language rules and is a conscious process. Krashen’s theory also addresses the conditions necessary for the process of “acquisition” to take place. He describes these in terms of the type of “input” the learner receives. Input must be comprehensible, slightly above the learner’s present level of competence, interesting or relevant, not grammatically sequenced, in sufficient quantity, and experience in low‐anxiety contexts.
Tracy Terrell’s Natural Approach (1977) is an example of a method derived primarily from a learning theory rather than from a particular view of language. Although the Natural approach is based on a learning theory that specifies both processes and conditions, the learning theory underlying such methods as Counseling‐Learning and the Silent Way addresses primarily the conditions held to be necessary for learning to take place without specifying what the learning processes themselves are presumed to be.
Charles A. Curran in his writings on the Counseling‐Learning (1972), for example, focuses on the conditions necessary for successful learning. James Asher’s Total Physical Response (Asher 1977) is likewise a method that derives from a learning theory. Caleb Gattemo’s Silent Way (1972, 1976) is built around a theory of the conditions necessary for successful learning to be realized. Many of the techniques used in the method are designed to train learners to consciously use their intelligence to heighten learning potencial.
(Richards, Jack C. and Rodgers, Theodore S. Approaches and Methods in Language Teaching. 2nd ed. Cambridge University Press, 2004. P. 22‐23. Adapted.)
Read the text to answer
The nature of approaches and methods in language teaching
Although specific theories of the language may provide the basis for a particular teaching method, other methods derive primarily from a theory of language learning. A learning theory underlying an approach or method responds to two questions: (a) What are the psycholinguistic and cognitive processes involved in language learning? and (b) What are the conditions that need to be met in order for these learning processes to be activated? Learning theories associated with a method at the level of approach may emphasize either one or both of these dimensions. Process‐ oriented theories build on learning processes, such as habit formation, induction, inferencing, hypothesis testing, and generalization. Condition‐oriented theories emphasize the nature of the human and physical context in which language learning takes place.
Stephen D. Krashen’s Monitor Model of second language development (1981) is an example of a learning theory on which a method (the Natural Approach) has been built. At the level of process, Krashen distinguishes between acquisition and learning. Acquisition refers to the natural assimilation of language rules through using language for communication. Learning refers to the formal study of language rules and is a conscious process. Krashen’s theory also addresses the conditions necessary for the process of “acquisition” to take place. He describes these in terms of the type of “input” the learner receives. Input must be comprehensible, slightly above the learner’s present level of competence, interesting or relevant, not grammatically sequenced, in sufficient quantity, and experience in low‐anxiety contexts.
Tracy Terrell’s Natural Approach (1977) is an example of a method derived primarily from a learning theory rather than from a particular view of language. Although the Natural approach is based on a learning theory that specifies both processes and conditions, the learning theory underlying such methods as Counseling‐Learning and the Silent Way addresses primarily the conditions held to be necessary for learning to take place without specifying what the learning processes themselves are presumed to be.
Charles A. Curran in his writings on the Counseling‐Learning (1972), for example, focuses on the conditions necessary for successful learning. James Asher’s Total Physical Response (Asher 1977) is likewise a method that derives from a learning theory. Caleb Gattemo’s Silent Way (1972, 1976) is built around a theory of the conditions necessary for successful learning to be realized. Many of the techniques used in the method are designed to train learners to consciously use their intelligence to heighten learning potencial.
(Richards, Jack C. and Rodgers, Theodore S. Approaches and Methods in Language Teaching. 2nd ed. Cambridge University Press, 2004. P. 22‐23. Adapted.)
Write T (true) or F (false) to choose the item.
( ) The Silent Way looks down on the need for enhancing learning potencial.
( ) Learning happens when content is not grammatically sequenced.
( ) An approach is supported by a learning theory which discloses language learning processes.
( ) Learning and acquiring a language are distinct processes in the Monitor Model.
( ) The Silent Way, the Counseling‐Learning, and the Natural Approach aim primarily at applied procedures.
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Communicative strategies
As anyone who has tried to communicate in an L2 knows, learners frequently experience problems in saying what they want to say because of their inadequate knowledge. If learners do not know a word in the target language they may “borrow” a word from their L1 or use another target‐language word that is approximate in meaning, or try to paraphrase the meaning of the word, or even construct an entirely new word. These strategies, with the obvious exception of those that are L1 based, are also found in the language use of native speakers.
There have been a number of attempts to construct psycholinguistic models to account for the use of communication strategies. Claus Faerch and Gabriele Kasper, for example, proposed a model of speech production which involves a planning and an execution phase. Communication strategies are seen as part of the planning phase.They are called upon when learners experience some kind of problem with an initial plan which prevents them from executing it. They can either abandon the initial plan and develop an enterily different one by means of reduction strategy (such as switching to a different topic) or try to maintain their original communicative goal by adopting some kind of achievement strategy (such as L1 borrowing).
As Selinker has pointed out, communication strategies constitute one of the processes responsible for learner errors. We might expect, therefore, that the choice of communication strategies will reflect the learners’ stage of development. For example, learners might expect to switch from L1‐based strategies to L2‐based strategies as their knowledge of the L2 develops. It would also be interesting to discover whether the use of communication strategies has any effect on L2 acquisition. For example, do learners notice the gap more readily as a result of having to use a communication strategy? Or does successful use of a communication strategy obviate the need for learners to pick out the correct target‐language forms?
(ELLIS, Rod. Second Language Acquisition. Oxford University, 1997. P.60‐61. Adapted.)
Read the text to answer
Communicative strategies
As anyone who has tried to communicate in an L2 knows, learners frequently experience problems in saying what they want to say because of their inadequate knowledge. If learners do not know a word in the target language they may “borrow” a word from their L1 or use another target‐language word that is approximate in meaning, or try to paraphrase the meaning of the word, or even construct an entirely new word. These strategies, with the obvious exception of those that are L1 based, are also found in the language use of native speakers.
There have been a number of attempts to construct psycholinguistic models to account for the use of communication strategies. Claus Faerch and Gabriele Kasper, for example, proposed a model of speech production which involves a planning and an execution phase. Communication strategies are seen as part of the planning phase.They are called upon when learners experience some kind of problem with an initial plan which prevents them from executing it. They can either abandon the initial plan and develop an enterily different one by means of reduction strategy (such as switching to a different topic) or try to maintain their original communicative goal by adopting some kind of achievement strategy (such as L1 borrowing).
As Selinker has pointed out, communication strategies constitute one of the processes responsible for learner errors. We might expect, therefore, that the choice of communication strategies will reflect the learners’ stage of development. For example, learners might expect to switch from L1‐based strategies to L2‐based strategies as their knowledge of the L2 develops. It would also be interesting to discover whether the use of communication strategies has any effect on L2 acquisition. For example, do learners notice the gap more readily as a result of having to use a communication strategy? Or does successful use of a communication strategy obviate the need for learners to pick out the correct target‐language forms?
(ELLIS, Rod. Second Language Acquisition. Oxford University, 1997. P.60‐61. Adapted.)
The item whose usage pattern differs from the other items is
Read the text to answer
Communicative strategies
As anyone who has tried to communicate in an L2 knows, learners frequently experience problems in saying what they want to say because of their inadequate knowledge. If learners do not know a word in the target language they may “borrow” a word from their L1 or use another target‐language word that is approximate in meaning, or try to paraphrase the meaning of the word, or even construct an entirely new word. These strategies, with the obvious exception of those that are L1 based, are also found in the language use of native speakers.
There have been a number of attempts to construct psycholinguistic models to account for the use of communication strategies. Claus Faerch and Gabriele Kasper, for example, proposed a model of speech production which involves a planning and an execution phase. Communication strategies are seen as part of the planning phase.They are called upon when learners experience some kind of problem with an initial plan which prevents them from executing it. They can either abandon the initial plan and develop an enterily different one by means of reduction strategy (such as switching to a different topic) or try to maintain their original communicative goal by adopting some kind of achievement strategy (such as L1 borrowing).
As Selinker has pointed out, communication strategies constitute one of the processes responsible for learner errors. We might expect, therefore, that the choice of communication strategies will reflect the learners’ stage of development. For example, learners might expect to switch from L1‐based strategies to L2‐based strategies as their knowledge of the L2 develops. It would also be interesting to discover whether the use of communication strategies has any effect on L2 acquisition. For example, do learners notice the gap more readily as a result of having to use a communication strategy? Or does successful use of a communication strategy obviate the need for learners to pick out the correct target‐language forms?
(ELLIS, Rod. Second Language Acquisition. Oxford University, 1997. P.60‐61. Adapted.)
Read the text to answer
Communicative strategies
As anyone who has tried to communicate in an L2 knows, learners frequently experience problems in saying what they want to say because of their inadequate knowledge. If learners do not know a word in the target language they may “borrow” a word from their L1 or use another target‐language word that is approximate in meaning, or try to paraphrase the meaning of the word, or even construct an entirely new word. These strategies, with the obvious exception of those that are L1 based, are also found in the language use of native speakers.
There have been a number of attempts to construct psycholinguistic models to account for the use of communication strategies. Claus Faerch and Gabriele Kasper, for example, proposed a model of speech production which involves a planning and an execution phase. Communication strategies are seen as part of the planning phase.They are called upon when learners experience some kind of problem with an initial plan which prevents them from executing it. They can either abandon the initial plan and develop an enterily different one by means of reduction strategy (such as switching to a different topic) or try to maintain their original communicative goal by adopting some kind of achievement strategy (such as L1 borrowing).
As Selinker has pointed out, communication strategies constitute one of the processes responsible for learner errors. We might expect, therefore, that the choice of communication strategies will reflect the learners’ stage of development. For example, learners might expect to switch from L1‐based strategies to L2‐based strategies as their knowledge of the L2 develops. It would also be interesting to discover whether the use of communication strategies has any effect on L2 acquisition. For example, do learners notice the gap more readily as a result of having to use a communication strategy? Or does successful use of a communication strategy obviate the need for learners to pick out the correct target‐language forms?
(ELLIS, Rod. Second Language Acquisition. Oxford University, 1997. P.60‐61. Adapted.)
Read the text to answer
Communicative strategies
As anyone who has tried to communicate in an L2 knows, learners frequently experience problems in saying what they want to say because of their inadequate knowledge. If learners do not know a word in the target language they may “borrow” a word from their L1 or use another target‐language word that is approximate in meaning, or try to paraphrase the meaning of the word, or even construct an entirely new word. These strategies, with the obvious exception of those that are L1 based, are also found in the language use of native speakers.
There have been a number of attempts to construct psycholinguistic models to account for the use of communication strategies. Claus Faerch and Gabriele Kasper, for example, proposed a model of speech production which involves a planning and an execution phase. Communication strategies are seen as part of the planning phase.They are called upon when learners experience some kind of problem with an initial plan which prevents them from executing it. They can either abandon the initial plan and develop an enterily different one by means of reduction strategy (such as switching to a different topic) or try to maintain their original communicative goal by adopting some kind of achievement strategy (such as L1 borrowing).
As Selinker has pointed out, communication strategies constitute one of the processes responsible for learner errors. We might expect, therefore, that the choice of communication strategies will reflect the learners’ stage of development. For example, learners might expect to switch from L1‐based strategies to L2‐based strategies as their knowledge of the L2 develops. It would also be interesting to discover whether the use of communication strategies has any effect on L2 acquisition. For example, do learners notice the gap more readily as a result of having to use a communication strategy? Or does successful use of a communication strategy obviate the need for learners to pick out the correct target‐language forms?
(ELLIS, Rod. Second Language Acquisition. Oxford University, 1997. P.60‐61. Adapted.)
“Has everyone arrived?”
“Yes, everyone ___________ Peter.”
“The new building on campus looks awful!”
“ _________ you like it or not, it can’t be changed now.”
“Why was that new manager hired by the company?”
“To fix some issues that have just _____ .”
“Should I go down this street all the way?”
“No, turn _________ your right after that big tree.”
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