Questões Militares
Sobre ensino da língua estrangeira inglesa em inglês
Foram encontradas 59 questões
Leia o texto para responder à questão.
A ‘dificuldade’ de um texto não se mede pelo tipo de oração ou complexidade sintática que ele contém. Não há texto fácil ou difícil do ponto de vista linguístico, simplesmente. Na sala de aula, o sucesso de um texto como parte de uma atividade depende do que se vai fazer com ele.
Um texto autêntico oferece mais oportunidades para o aluno e o professor tomarem contato com o inglês “de verdade”, aquele usado em comunicação real, no mundo real. Um texto real possui todos os defeitos e as virtudes da vida real: é complexo, rico, imprevisível, interessante e arriscado. As sequências de palavras de um texto autêntico ecoam nas vozes dos milhões de falantes de inglês no mundo. Um texto artificial, por sua vez, ecoa apenas parcialmente e não exibe o encanto e o desafio do texto autêntico.
(Tony B. Sardinha. “The book is not on the table: autenticidade e idiomaticidade do texto para ensino de inglês na perspectiva da linguística de corpus”. IN: Maria Cristina Damianovic (org). Material Didático: Elaboração e Avaliação. Adaptado)
Leia o texto para responder à questão.
By the end of the twentieth century English was already well on its way to becoming a genuine lingua franca. Just as in the Middle Ages Latin became for a time a language of international communication, so English is now commonly used in exchanges between, say, Japanese and Argentinian business people or between Singaporeans and their Vietnamese counterparts.
A number of researchers have studied lingua franca conversations and have noted a number of somewhat surprising characteristics, including:
• Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).
• Large use of certain verbs of high semantic generality, such as do, have, make, put, take.
• Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).
The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.
(Jeremy Harmer. The practice of English language teaching. Adaptado)
Leia o texto para responder à questão.
By the end of the twentieth century English was already well on its way to becoming a genuine lingua franca. Just as in the Middle Ages Latin became for a time a language of international communication, so English is now commonly used in exchanges between, say, Japanese and Argentinian business people or between Singaporeans and their Vietnamese counterparts.
A number of researchers have studied lingua franca conversations and have noted a number of somewhat surprising characteristics, including:
• Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).
• Large use of certain verbs of high semantic generality, such as do, have, make, put, take.
• Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).
The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.
(Jeremy Harmer. The practice of English language teaching. Adaptado)
Leia o texto para responder à questão.
By the end of the twentieth century English was already well on its way to becoming a genuine lingua franca. Just as in the Middle Ages Latin became for a time a language of international communication, so English is now commonly used in exchanges between, say, Japanese and Argentinian business people or between Singaporeans and their Vietnamese counterparts.
A number of researchers have studied lingua franca conversations and have noted a number of somewhat surprising characteristics, including:
• Increasing of redundancy by adding prepositions (We have to study about... and Can we discuss about...?).
• Large use of certain verbs of high semantic generality, such as do, have, make, put, take.
• Pluralisation of nouns which are considered uncountable in native-speaker English (advices, staffs).
The evidence suggests that non-native speakers are not conforming to a native English standard. Indeed they seem to get along perfectly well despite the fact that they miss things out and put things in which they ‘should not do’. Not only this, but they are actually better at ‘accommodating’ than native speakers are when talking to second language speakers.
(Jeremy Harmer. The practice of English language teaching. Adaptado)
Considere a reflexão a seguir e responda à questão.
A partir da leitura do livro Hipermodernidade, multiletramentos e gêneros discursivos, é possível dizer que os gêneros textuais, os gêneros do discurso e a tipologia textual são construtos cada vez mais importantes para o professor, especialmente aquele que ensina línguas.
(ROJO, R. e BARBOSA, J. P. Hipermodernidade, multiletramentos e gêneros discursivos.)
Leia o texto e responda a questão.
The discussion of the worldliness of English (…) suggests that it is impossible to separate English from its many contexts, and therefore, that the idea that it might be possible to ‘just teach the language’ - is (…) indefensible. (…) To teach is to be caught up in an array of questions concerning curriculum, educational systems and classroom practices: (1) whose knowledges and cultures are given credence? (2) to what extent does an educational system reproduce social and cultural inequalities? And (3) what understandings of language, culture, education, authority, knowledge or communication do we assume in our teaching?
(PENNYCOOK, A. The cultural politics of English as an international language. Adaptado).
Leia o texto e responda a questão.
The discussion of the worldliness of English (…) suggests that it is impossible to separate English from its many contexts, and therefore, that the idea that it might be possible to ‘just teach the language’ - is (…) indefensible. (…) To teach is to be caught up in an array of questions concerning curriculum, educational systems and classroom practices: (1) whose knowledges and cultures are given credence? (2) to what extent does an educational system reproduce social and cultural inequalities? And (3) what understandings of language, culture, education, authority, knowledge or communication do we assume in our teaching?
(PENNYCOOK, A. The cultural politics of English as an international language. Adaptado).
The term pedagogy of multiliteracies was created in 1996, by the New London Group. According to Rojo and Moura (2012), the group asked themselves questions such as “O que é uma educação apropriada para mulheres, para indígenas, para imigrantes que não falam a língua nacional, para falantes dos dialetos não padrão? (...).”
(ROJO, R.; MOURA, E. (orgs). Multiletramentos na escola.)
Assinale a alternativa que melhor caracteriza a pedagogia dos multiletramentos.
Read the following extract and answer question.
The disjunction between method as conceptualized by theorists and method as conducted by teachers is the direct consequence of the inherent limitations of the concept of method itself. First and foremost, methods are based on idealized concepts geared toward idealized contexts. Since language learning and teaching needs, wants, and situations are unpredictably numerous, no idealized method can visualize all the variables in advance in order to provide situation-specific suggestions that practicing teachers so clearly need in order to tackle the challenges they confront every day of their professional lives. As a predominantly top-down exercise, the conception and construction of methods have been largely guided by a one-size-fits-all (…) approach that assumes a common clientele with common goals.
(KUMARAVADIVELU, B. Beyond methods: macrostrategies for language teaching. Adapted)
Regarding approaches to teaching writing, match the second column according to the first. Then, choose the alternative that shows the correct sequence.
APPROACH
1. Product
2. Process
CHARACTERISTICS
( )Students produce and submit a complete finished text.
( )Students submit a draft and get feedback on it.
( )It focuses on form.
( )It focuses on the writer.
( )The writing task is tightly controlled.
Activity: Students are asked to close their eyes and imagine a painting while the teacher describes it to them.
Conheça nossos planos