Questões de Concurso Para professor - inglês

Linguistic and psychological theories provide the foundations for this approach.

Only vocabulary and sentences of a very ordinary and commonplace nature are taught.

There is a prevalence of surface forms and of the rote practice of scientifically produced language patterns.

Concrete vocabulary is taught through demonstration, objects, and pictures, while abstract vocabulary is taught by association of ideas.

Pronunciation plays an absolutely negligible role in the teaching/learning process.

There is much vocabulary and it is dealt with in the form of lists of isolated words.

Students are provided with instructions only in the target language.

Excessive reliance on mimicry, memorization of set phrases, and overlearning.

Close, deliberate cognitive attention is paid to the rules, paradigms, intricacies, and exceptions of the language.

Little or scarcely any grammatical explanation is provided; grammar is taught by inductive analogy.

Interlanguage shares far more elements of the learner’s foreign language than those of his or her mother tongue.

Two of the main factors that contribute for interlanguage are overgeneralization and language transfer.

Different learners create the same kind of interlanguage.

The learner’s linguistic background and personal experiences are irrelevante to the shaping of his or her interlanguage.

Interlanguage creates a set of fixed rules to help the learner build a bridge between his or her first language and the second or foreign language.

Aids, illegal, natural.

Brunch, bus stop, marijuana.

Body guard, famous, xerox.

Flu, government, misunderstand.

Banana, karaoke, mosquito.

Empower, headache, motel.

Childish, emoticon, sci-fi.

Exam, gym, memo.

Chic, disappear, workaholic.

Abnormal, HIV, newspaper.