Questões Militares de Inglês - Ensino da Língua Estrangeira Inglesa

Foram encontradas 59 questões

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Q2259739
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259739 Inglês
        Most teachers recognise the need for the students’ awareness about the potential relevance and utility of the language and skills they are teaching. And researchers have confirmed the importance of this need.
        In ESP (English for specific purposes) materials, for example, it is relatively easy to convince the learners that the teaching points are relevant and useful by relating them to known learner interests and to ‘real-life’ tasks, which the learners need or might need to perform in the target language. In general English materials this is obviously more difficult; but it can be achieved by researching what the target learners are interested in and what they really want to learn the language for. An interesting example of such research was a questionnaire in Namibia which revealed that two of the most important reasons for secondary school students to wish to learn English were so they would be able to write love letters in English and so that they would be able to write letters of complaint for villagers to the village headman and from the village headman to local authorities.
        Perception of relevance and utility can also be achieved by relating teaching points to challenging classroom tasks and by presenting them in ways which could facilitate the achievement of the task outcomes desired by the learners. The ‘new’ learning points are not relevant and useful because they will help the learners to achieve longterm academic or career objectives, but because they could help the learners to achieve short-term task objectives now. Of course, this only works if the tasks are begun first and the teaching is then provided in response to discovered needs. This is much more difficult for the materials writer than the conventional approach of teaching a predetermined point first and then getting the learners to practise and then produce it.

(B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
An example of a short-term language goal for a student beginning high school would be
Alternativas
Q2259736
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259736 Inglês
        Most teachers recognise the need for the students’ awareness about the potential relevance and utility of the language and skills they are teaching. And researchers have confirmed the importance of this need.
        In ESP (English for specific purposes) materials, for example, it is relatively easy to convince the learners that the teaching points are relevant and useful by relating them to known learner interests and to ‘real-life’ tasks, which the learners need or might need to perform in the target language. In general English materials this is obviously more difficult; but it can be achieved by researching what the target learners are interested in and what they really want to learn the language for. An interesting example of such research was a questionnaire in Namibia which revealed that two of the most important reasons for secondary school students to wish to learn English were so they would be able to write love letters in English and so that they would be able to write letters of complaint for villagers to the village headman and from the village headman to local authorities.
        Perception of relevance and utility can also be achieved by relating teaching points to challenging classroom tasks and by presenting them in ways which could facilitate the achievement of the task outcomes desired by the learners. The ‘new’ learning points are not relevant and useful because they will help the learners to achieve longterm academic or career objectives, but because they could help the learners to achieve short-term task objectives now. Of course, this only works if the tasks are begun first and the teaching is then provided in response to discovered needs. This is much more difficult for the materials writer than the conventional approach of teaching a predetermined point first and then getting the learners to practise and then produce it.

(B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
The second paragraph opposes ESP to general English in relation to the awareness students may have of the relevance of what they are learning. This contrast would be made more explicit if the beginning of the second sentence in the paragraph were rewritten as:
Alternativas
Q2259735
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2023 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2023 - EsFCEx - Oficial - Magistério em Inglês |
Q2259735 Inglês
        Most teachers recognise the need for the students’ awareness about the potential relevance and utility of the language and skills they are teaching. And researchers have confirmed the importance of this need.
        In ESP (English for specific purposes) materials, for example, it is relatively easy to convince the learners that the teaching points are relevant and useful by relating them to known learner interests and to ‘real-life’ tasks, which the learners need or might need to perform in the target language. In general English materials this is obviously more difficult; but it can be achieved by researching what the target learners are interested in and what they really want to learn the language for. An interesting example of such research was a questionnaire in Namibia which revealed that two of the most important reasons for secondary school students to wish to learn English were so they would be able to write love letters in English and so that they would be able to write letters of complaint for villagers to the village headman and from the village headman to local authorities.
        Perception of relevance and utility can also be achieved by relating teaching points to challenging classroom tasks and by presenting them in ways which could facilitate the achievement of the task outcomes desired by the learners. The ‘new’ learning points are not relevant and useful because they will help the learners to achieve longterm academic or career objectives, but because they could help the learners to achieve short-term task objectives now. Of course, this only works if the tasks are begun first and the teaching is then provided in response to discovered needs. This is much more difficult for the materials writer than the conventional approach of teaching a predetermined point first and then getting the learners to practise and then produce it.

(B. Tomlinson, (ed). Material Development in Language Teaching.
Cambridge: CUP. 1998/2011. pp 11-2. Adaptado)
ESP courses have been taught in Brazil since the 1970’s. They
Alternativas
Q1989756
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2022 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2022 - EsFCEx - Magistério de Inglês |
Q1989756 Inglês

Quanto às distinções entre tipos de texto e gêneros de texto/discurso, a mais famosa a esse respeito é a de Marcuschi (2002), que os define como


I. Usamos a expressão tipo textual para designar uma espécie de construção teórica definida pela natureza linguística de sua composição {aspectos lexicais, sintáticos, tempos verbais, relações lógicas}. Em geral, os tipos textuais abrangem cerca de meia dúzia de categorias conhecidas: descrição, narração, dissertação/ argumentação, exposição e injunção.

II. Usamos a expressão gênero textual como uma noção propositalmente vaga para referir os textos materializados que encontramos em nossa vida diária e que apresentam características sócio-comunicativas definidas por conteúdos, propriedades funcionais, estilo e composição característica. Se os tipos textuais são apenas meia dúzia, os gêneros são inúmeros.

        Tipos de textos vem sendo ensinados na escola há pelo menos uma centena de anos, o que faz deles gêneros escolares. Na escola, escrevemos narrações, na vida, lemos notícias, relatamos nossa vida, recontamos um filme. Na escola, redigimos “uma composição à vista de gravura” (descrição) fora dela, contamos como decoramos nosso apartamento, instruímos uma pessoa como chegar a um lugar desconhecido. Os gêneros de texto, ao contrário, não são classes gramaticais para classificar textos: são entidades da vida.

(ROJO, R. H. R.; BARBOSA, J. P. Hipermodernidade, multiletramentos e gêneros discursivos. São Paulo: Parábola Editorial, 2015. Adaptado)

No que tange o planejamento de ensino-aprendizagem da língua inglesa:
Alternativas
Q1989754
Inglês Ensino da Língua Estrangeira Inglesa ,
Ano: 2022 Banca: VUNESP Órgão: EsFCEx Prova: VUNESP - 2022 - EsFCEx - Magistério de Inglês |
Q1989754 Inglês

        Language-centered methods are those that seek to provide opportunities for learners to practice preselected linguistic structures through form-focused exercises in class. The assumption is that language practice will ultimately lead to a mastery of the target language and that learners can draw from this formal repertoire whenever they wish to communicate in the target language outside the class. According to this belief, language development is largely intentional rather than incidental; and language learning seen as a linear, additive process.

         Learner-centered methods are those that are principally concerned with language use and learner needs. These methods seek to provide opportunities for learners to practice preselected, presequenced grammatical structures as well as communicative functions (i.e., speech acts such as apologizing, requesting, etc.) through meaning-focused activities. Proponents of learner-centered methods believe in accumulated entities, represented by structures plus notions and functions.

        Learning-centered methods are those that are principally concerned with learning processes. These methods seek to provide opportunities for learners to participate in open-ended meaningful interaction through communicative activities or problem-solving tasks in class. The assumption is that a preoccupation with meaning-making will most likely lead to grammatical as well as communicative mastery of the language and that learners can learn through the process of communication. In this approach, unlike the other two, language development is a nonlinear process and considered more incidental than intentional. Proponents of learningcentered methods believe that language is best learned when the learner’s attention is focused on understanding, saying and doing something with language, and not when their attention is focused explicitly on linguistic features.

(Kumaravadivelu, B. Beyond Methods: Macrostrategies for language learning. Haven and London: Yale University Press. 2003. Adaptado)

É proposta consistente com o método centrado na aprendizagem: 
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Respostas
6: D
7: B
8: A
9: C
10: D
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