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In order for collection of sentences and utterances to succed effectively, the discourse needs to be organised or conducted in such a way that it will be successful. In written English this calls for both coherence and cohesion. For a text to be coherent, it needs to be in the right order. (…)
No matter how coherent a text is, however, it will not work unless it has internal cohesion. The elements in that text must cohere or stick to each other successfully to help us navigate our way around the stretch of discourse. One way of achieving this is through lexical cohesion, and a way of ensuring lexical cohesion is through the repetition of words and phrases. (…) We can also use interrelated words and meanings to bind a text together (…)
Another similar cohesive technique is that of substitution, using a phrase to refer to something we have already written. (…) Writers also use linkers such as and, also, moreover (…)
These features are also present in spoken language, which also shows many examples of ellipsis (where words from a written-grammar version of an utterance are left out without compromising the meaning of what is said). (…)
(Harmer, J. The practice of English language teaching. 2007. Adapted)
There is a danger in paying too much attention to learners’ errors. While errors indeed reveal a system at work, the classroom language teacher can become so preoccupied ________ noticing errors that the correct utterances in the second language go unnoticed. In our observation and analysis of errors – for all that they do reveal about the learner – we must beware of placing too much attention on errors and not lose sight of the value of positive reinforcement of clearly expressed language that is a product of the learner’s progress of development. While the diminishing of errors is an important criterion ______ increasing language proficiency, the ultimate goal of second language learning is the attainment of communicative fluency.
Another inadequacy in error analysis is an overemphasis on production data. Language is speaking and listening, writing and reading. The comprehension of language is as important as production. It so happens that production lends itself to analysis and thus becomes the prey of researchers, __________ comprehension data is equally important in developing an understanding of the process of SLA.
(Brown, D. H. Principles of language learning and teaching. 2000. Adapted)
There is a danger in paying too much attention to learners’ errors. While errors indeed reveal a system at work, the classroom language teacher can become so preoccupied ________ noticing errors that the correct utterances in the second language go unnoticed. In our observation and analysis of errors – for all that they do reveal about the learner – we must beware of placing too much attention on errors and not lose sight of the value of positive reinforcement of clearly expressed language that is a product of the learner’s progress of development. While the diminishing of errors is an important criterion ______ increasing language proficiency, the ultimate goal of second language learning is the attainment of communicative fluency.
Another inadequacy in error analysis is an overemphasis on production data. Language is speaking and listening, writing and reading. The comprehension of language is as important as production. It so happens that production lends itself to analysis and thus becomes the prey of researchers, __________ comprehension data is equally important in developing an understanding of the process of SLA.
(Brown, D. H. Principles of language learning and teaching. 2000. Adapted)
There is a danger in paying too much attention to learners’ errors. While errors indeed reveal a system at work, the classroom language teacher can become so preoccupied ________ noticing errors that the correct utterances in the second language go unnoticed. In our observation and analysis of errors – for all that they do reveal about the learner – we must beware of placing too much attention on errors and not lose sight of the value of positive reinforcement of clearly expressed language that is a product of the learner’s progress of development. While the diminishing of errors is an important criterion ______ increasing language proficiency, the ultimate goal of second language learning is the attainment of communicative fluency.
Another inadequacy in error analysis is an overemphasis on production data. Language is speaking and listening, writing and reading. The comprehension of language is as important as production. It so happens that production lends itself to analysis and thus becomes the prey of researchers, __________ comprehension data is equally important in developing an understanding of the process of SLA.
(Brown, D. H. Principles of language learning and teaching. 2000. Adapted)
In the first paragraph, the author argues in favor of the error treatment that is used in which of these language teaching-learning methods/approaches?
There is a danger in paying too much attention to learners’ errors. While errors indeed reveal a system at work, the classroom language teacher can become so preoccupied ________ noticing errors that the correct utterances in the second language go unnoticed. In our observation and analysis of errors – for all that they do reveal about the learner – we must beware of placing too much attention on errors and not lose sight of the value of positive reinforcement of clearly expressed language that is a product of the learner’s progress of development. While the diminishing of errors is an important criterion ______ increasing language proficiency, the ultimate goal of second language learning is the attainment of communicative fluency.
Another inadequacy in error analysis is an overemphasis on production data. Language is speaking and listening, writing and reading. The comprehension of language is as important as production. It so happens that production lends itself to analysis and thus becomes the prey of researchers, __________ comprehension data is equally important in developing an understanding of the process of SLA.
(Brown, D. H. Principles of language learning and teaching. 2000. Adapted)
There is a danger in paying too much attention to learners’ errors. While errors indeed reveal a system at work, the classroom language teacher can become so preoccupied ________ noticing errors that the correct utterances in the second language go unnoticed. In our observation and analysis of errors – for all that they do reveal about the learner – we must beware of placing too much attention on errors and not lose sight of the value of positive reinforcement of clearly expressed language that is a product of the learner’s progress of development. While the diminishing of errors is an important criterion ______ increasing language proficiency, the ultimate goal of second language learning is the attainment of communicative fluency.
Another inadequacy in error analysis is an overemphasis on production data. Language is speaking and listening, writing and reading. The comprehension of language is as important as production. It so happens that production lends itself to analysis and thus becomes the prey of researchers, __________ comprehension data is equally important in developing an understanding of the process of SLA.
(Brown, D. H. Principles of language learning and teaching. 2000. Adapted)
Read the two cartoons and answer questions.
Read the two cartoons and answer questions.
Read the two cartoons and answer questions.
Classes which are arranged in a circle make quite a strong statement about what the teacher and the students believe in. With all the people in the room sitting in a circle, there is a far greater feeling of equality than when the teacher stays out at the front. This may not be quite so true of the horseshoe shape, where the teacher is often located in a commanding position, but, even here, the rigidity that comes with orderly rows, for example, is lessened.
With the horseshoe and circle seating, the classroom is a more intimate place and the potential for students to share feelings and information through talking, eye contact or expressive body movements (eyebrow-raising, shouldershrugging, etc.) is far greater than when they are sitting in rows.
(Harmer, J. The practice of English language teaching. 2007)
Classes which are arranged in a circle make quite a strong statement about what the teacher and the students believe in. With all the people in the room sitting in a circle, there is a far greater feeling of equality than when the teacher stays out at the front. This may not be quite so true of the horseshoe shape, where the teacher is often located in a commanding position, but, even here, the rigidity that comes with orderly rows, for example, is lessened.
With the horseshoe and circle seating, the classroom is a more intimate place and the potential for students to share feelings and information through talking, eye contact or expressive body movements (eyebrow-raising, shouldershrugging, etc.) is far greater than when they are sitting in rows.
(Harmer, J. The practice of English language teaching. 2007)
Classes which are arranged in a circle make quite a strong statement about what the teacher and the students believe in. With all the people in the room sitting in a circle, there is a far greater feeling of equality than when the teacher stays out at the front. This may not be quite so true of the horseshoe shape, where the teacher is often located in a commanding position, but, even here, the rigidity that comes with orderly rows, for example, is lessened.
With the horseshoe and circle seating, the classroom is a more intimate place and the potential for students to share feelings and information through talking, eye contact or expressive body movements (eyebrow-raising, shouldershrugging, etc.) is far greater than when they are sitting in rows.
(Harmer, J. The practice of English language teaching. 2007)
Classes which are arranged in a circle make quite a strong statement about what the teacher and the students believe in. With all the people in the room sitting in a circle, there is a far greater feeling of equality than when the teacher stays out at the front. This may not be quite so true of the horseshoe shape, where the teacher is often located in a commanding position, but, even here, the rigidity that comes with orderly rows, for example, is lessened.
With the horseshoe and circle seating, the classroom is a more intimate place and the potential for students to share feelings and information through talking, eye contact or expressive body movements (eyebrow-raising, shouldershrugging, etc.) is far greater than when they are sitting in rows.
(Harmer, J. The practice of English language teaching. 2007)
Which picture shows one of the movements that students can use to communicate with each other in the classroom according to the text?
Classes which are arranged in a circle make quite a strong statement about what the teacher and the students believe in. With all the people in the room sitting in a circle, there is a far greater feeling of equality than when the teacher stays out at the front. This may not be quite so true of the horseshoe shape, where the teacher is often located in a commanding position, but, even here, the rigidity that comes with orderly rows, for example, is lessened.
With the horseshoe and circle seating, the classroom is a more intimate place and the potential for students to share feelings and information through talking, eye contact or expressive body movements (eyebrow-raising, shouldershrugging, etc.) is far greater than when they are sitting in rows.
(Harmer, J. The practice of English language teaching. 2007)
Classes which are arranged in a circle make quite a strong statement about what the teacher and the students believe in. With all the people in the room sitting in a circle, there is a far greater feeling of equality than when the teacher stays out at the front. This may not be quite so true of the horseshoe shape, where the teacher is often located in a commanding position, but, even here, the rigidity that comes with orderly rows, for example, is lessened.
With the horseshoe and circle seating, the classroom is a more intimate place and the potential for students to share feelings and information through talking, eye contact or expressive body movements (eyebrow-raising, shouldershrugging, etc.) is far greater than when they are sitting in rows.
(Harmer, J. The practice of English language teaching. 2007)
(...) Contraposta à didática do “ensino/aprendizagem” que entende o conhecimento como algo pronto a ser repassado para os alunos que devem dele se apropriar, a didática do “aprender a aprender” se fundamenta na concepção de conhecimento enquanto algo que pode ser criticado e recriado. Neste sentido, a formação básica constitui-se em processo emancipatório “essencialmente fundamentado no saber pensar, interpretar a realidade crítica e criativamente e nela intervir como fator de mudança histórica” (Demo, 1995). Assim sendo, o armazenamento de conhecimentos por meio da memorização e reprodução, características predominantes em nosso sistema educacional atual, perde o seu valor na medida em que não permite ao aluno e à aluna manejar e produzir conhecimento a fim de intervir em sua realidade. “Neste caso, trata-se menos de dominar conteúdos, do que uma metodologia crítica e criativa, sempre renovável e renovadora, para dar conta de todo o desafio que surge ao longo da vida” (Demo, 1995).
O desenvolvimento da atitude do aprender a aprender se dá por meio da atividade de pesquisa como elemento básico e cotidiano de todo processo educativo e emancipatório, da pré-escola à pós-graduação. Na definição de Demo (1995), “pesquisa significa diálogo crítico e criativo com a realidade, culminando na elaboração própria e na capacidade de intervenção.” A pesquisa como princípio educativo produz o saber e a consciência crítica e desenvolve a capacidade de intervenção, ao passo que, enquanto princípio científico, produz ciência em seu sentido mais consistente. Porém, tomada em ambos os sentidos, pesquisa é a capacidade de elaboração própria, cerne do desafio da educação moderna.
(Mateus, E. F. Educação contemporânea e o desafio da formação continuada. In. Gimenez, T. (org). Trajetória na formação de professores de línguas. 2002, Adaptado)
(...) Contraposta à didática do “ensino/aprendizagem” que entende o conhecimento como algo pronto a ser repassado para os alunos que devem dele se apropriar, a didática do “aprender a aprender” se fundamenta na concepção de conhecimento enquanto algo que pode ser criticado e recriado. Neste sentido, a formação básica constitui-se em processo emancipatório “essencialmente fundamentado no saber pensar, interpretar a realidade crítica e criativamente e nela intervir como fator de mudança histórica” (Demo, 1995). Assim sendo, o armazenamento de conhecimentos por meio da memorização e reprodução, características predominantes em nosso sistema educacional atual, perde o seu valor na medida em que não permite ao aluno e à aluna manejar e produzir conhecimento a fim de intervir em sua realidade. “Neste caso, trata-se menos de dominar conteúdos, do que uma metodologia crítica e criativa, sempre renovável e renovadora, para dar conta de todo o desafio que surge ao longo da vida” (Demo, 1995).
O desenvolvimento da atitude do aprender a aprender se dá por meio da atividade de pesquisa como elemento básico e cotidiano de todo processo educativo e emancipatório, da pré-escola à pós-graduação. Na definição de Demo (1995), “pesquisa significa diálogo crítico e criativo com a realidade, culminando na elaboração própria e na capacidade de intervenção.” A pesquisa como princípio educativo produz o saber e a consciência crítica e desenvolve a capacidade de intervenção, ao passo que, enquanto princípio científico, produz ciência em seu sentido mais consistente. Porém, tomada em ambos os sentidos, pesquisa é a capacidade de elaboração própria, cerne do desafio da educação moderna.
(Mateus, E. F. Educação contemporânea e o desafio da formação continuada. In. Gimenez, T. (org). Trajetória na formação de professores de línguas. 2002, Adaptado)
(...) Contraposta à didática do “ensino/aprendizagem” que entende o conhecimento como algo pronto a ser repassado para os alunos que devem dele se apropriar, a didática do “aprender a aprender” se fundamenta na concepção de conhecimento enquanto algo que pode ser criticado e recriado. Neste sentido, a formação básica constitui-se em processo emancipatório “essencialmente fundamentado no saber pensar, interpretar a realidade crítica e criativamente e nela intervir como fator de mudança histórica” (Demo, 1995). Assim sendo, o armazenamento de conhecimentos por meio da memorização e reprodução, características predominantes em nosso sistema educacional atual, perde o seu valor na medida em que não permite ao aluno e à aluna manejar e produzir conhecimento a fim de intervir em sua realidade. “Neste caso, trata-se menos de dominar conteúdos, do que uma metodologia crítica e criativa, sempre renovável e renovadora, para dar conta de todo o desafio que surge ao longo da vida” (Demo, 1995).
O desenvolvimento da atitude do aprender a aprender se dá por meio da atividade de pesquisa como elemento básico e cotidiano de todo processo educativo e emancipatório, da pré-escola à pós-graduação. Na definição de Demo (1995), “pesquisa significa diálogo crítico e criativo com a realidade, culminando na elaboração própria e na capacidade de intervenção.” A pesquisa como princípio educativo produz o saber e a consciência crítica e desenvolve a capacidade de intervenção, ao passo que, enquanto princípio científico, produz ciência em seu sentido mais consistente. Porém, tomada em ambos os sentidos, pesquisa é a capacidade de elaboração própria, cerne do desafio da educação moderna.
(Mateus, E. F. Educação contemporânea e o desafio da formação continuada. In. Gimenez, T. (org). Trajetória na formação de professores de línguas. 2002, Adaptado)
(...) Contraposta à didática do “ensino/aprendizagem” que entende o conhecimento como algo pronto a ser repassado para os alunos que devem dele se apropriar, a didática do “aprender a aprender” se fundamenta na concepção de conhecimento enquanto algo que pode ser criticado e recriado. Neste sentido, a formação básica constitui-se em processo emancipatório “essencialmente fundamentado no saber pensar, interpretar a realidade crítica e criativamente e nela intervir como fator de mudança histórica” (Demo, 1995). Assim sendo, o armazenamento de conhecimentos por meio da memorização e reprodução, características predominantes em nosso sistema educacional atual, perde o seu valor na medida em que não permite ao aluno e à aluna manejar e produzir conhecimento a fim de intervir em sua realidade. “Neste caso, trata-se menos de dominar conteúdos, do que uma metodologia crítica e criativa, sempre renovável e renovadora, para dar conta de todo o desafio que surge ao longo da vida” (Demo, 1995).
O desenvolvimento da atitude do aprender a aprender se dá por meio da atividade de pesquisa como elemento básico e cotidiano de todo processo educativo e emancipatório, da pré-escola à pós-graduação. Na definição de Demo (1995), “pesquisa significa diálogo crítico e criativo com a realidade, culminando na elaboração própria e na capacidade de intervenção.” A pesquisa como princípio educativo produz o saber e a consciência crítica e desenvolve a capacidade de intervenção, ao passo que, enquanto princípio científico, produz ciência em seu sentido mais consistente. Porém, tomada em ambos os sentidos, pesquisa é a capacidade de elaboração própria, cerne do desafio da educação moderna.
(Mateus, E. F. Educação contemporânea e o desafio da formação continuada. In. Gimenez, T. (org). Trajetória na formação de professores de línguas. 2002, Adaptado)
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