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The learning psychology proposes that the role of the
teacher is essentially to teach, while that of the student is
to learn, serving as a bridge between these processes.
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According to Hymes, to be considered competent in
communicative terms, it is not sufficient to only know and
use the phonology, syntax, and lexicon of the language,
but it is also necessary to understand and apply the
specific discourse rules of the community in which one is
situated.
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Learning is an exclusively natural and instinctive process,
not influenced by cultural or educational experiences.
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The emergence of interest in teaching languages for
specific purposes, such as instrumental English, after
World War II, was influenced by the development of
research in areas such as sociolinguistics and
educational psychology.
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Effective text comprehension only occurs if there is
correspondence between the activated knowledge in the
text and the reader's world knowledge.
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Adverbial phrases in English can be composed exclusively
of an adverb as their central element which does not
modify directly a verb. For example: The weather forecast
predicted rain quite soon.
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The purpose of teaching is to prioritize the accumulation
of knowledge, valuing a mind filled with information which
is the only possible way to achieve problem solving skills
as it can be observed in classrooms.
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In the libertarian progressive pedagogy, the teacherstudent relationship is horizontal and non-directive,
promoting self-management and the freedom of students
in their learning.
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The concept of social skills, currently used in education,
encompasses a set of actions and attitudes of the
teacher in the classroom to promote student motivation,
manage discipline, and make the learning process more
engaging.
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The pedagogical trend called "traditional liberal"
advocates that teaching content is organized based on
the experiences lived by the student, thus promoting an
education centered on the development of cognitive skills.
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The relationship between teacher and student in the
classroom is characterized by a complexity that goes
beyond simple didactic interaction or warm human
interaction. Both parties play fundamental roles, where
the actions of one affect those of the other, and the
student is not seen as a mere recipient of knowledge but
as a being capable of thinking, reflecting, and actively
participating in the educational process.
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Within the Communicative Approach, promoting group
work is a valued strategy for teaching a foreign language.
This methodology emphasizes the importance of allowing
students to interact with each other in small groups,
which can maximize their opportunities for
communicative practice.
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Verb phrases contain a verb as their central element.
However, sentences that include a modal verb (such as
can, may might etc) can also be considered a verb phrase,
since the modal verb will change the meaning and tone of
the main verb. It is important to note that modal verbs is
the only exception to verb phrases without a verb as its
central element.
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Contextualizing teaching content is relevant to promote
meaningful learning, as the primary focus should be on
transmitting disciplinary information, regardless of
students' reality.
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In the Communicative Approach, the initial phase of the
teaching process is dedicated to establishing a conducive
environment for learning. In this phase, the focus is on
building confidence among participants and reducing
potential anxieties.
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Learning to read based on textual genres is more
effective when the student is familiarized with each
form of language inserted in a context and a concrete
situation.
I- Em razão desses aspectos, as crianças tendem mais a acertar do que a errar a ortografia de fonemas oclusivos;
II- A presença/ausência do acento interfere na distribuição entre acertos e erros;
III- A semântica se mostra afetada, também, pela transparência ou pela opacidade na relação sintática factual na classe conclusiva.
Dos itens acima:
Na frase acima o termo em destaque exerce a função de:
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Os artigos se caracterizam por especificar um
substantivo logo no momento de sua inserção. Para que
essa identificação possa ocorrer, o artigo deve anteceder
o substantivo, determinando-o ou não. Ex: "As colagens
são lindas".
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Uma função importante do artigo é a distenção entre os
hômonimos a partir de outras classes gramaticais, as
quais resultam adjetivos e verbos em substantivos.
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