Questões Militares Sobre interpretação de texto | reading comprehension em inglês

2024 USHERED IN TWO FIRSTS FOR MILITARY WOMEN. WE’RE ALL CELEBRATING.

PETULA DVORAK Adaptado de washingtonpost.com, 15/01/2024.

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    One pathway for converting explicit to implicit knowledge is suggested by skill acquisition theory, a branch of cognitive science studying how people develop skills. In this theory, knowledge is first seen to be declarative (conscious); then, through practice and the application of learning strategies, declarative knowledge becomes proceduralized so that it becomes automatic. Automatic processes are quick and do not require attention or conscious awareness. Many second/ foreign language learners memorize and practice vocabulary items or “chunks” of language such as greetings, idioms or collocations. Frequent practice in using these forms helps the language items to become automatic in the sense that the learner can use them quickly and unconsciously.

    Pienemann (1989) proposes that second/ foreign language learners will not acquire a new structure until they are developmentallly ready to do so. If there were no connection between the development of explicit knowledge about a grammar point and the eventual restructuring of the unconscious linguistic system to accommodate the point in the learner’s interlanguage, then, indeed, grammar instruction would not be of much use. However, it has been suggested that there is a connection, so grammar instruction is ultimately useful. Further, practice of language points can lead to automatization, thus bypassing natural order teachability considerations.

(FOTOS, Sandra. Cognitive Approaches to Grammar Instruction.

In Marianne Celce-Murcia. 3rd ed. Teaching English as a second or foreign

language. 3rd edition. Boston, Massachusstes: Heinle&Heinle. 2002.

Adaptado274)

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    This study reviews the findings of earlier translanguaging research in Saudi Arabia. Notably, Saudi Arabia is striving to adjust to the multilingual immigrant workforce on its soil, while encouraging a larger role for its people on other soils. In this changed paradigm, strengthening the Saudis’ English communicative proficiency is an emergent need. To make pertinent pedagogical recommendations on the use of translanguaging in language learning, the study gathered data using a questionnaire administered to 72 participants from King Faisal University. All participants were given fictitious names in order to protect their anonymity. Findings revealed that the Saudi EFL students strongly support the use of translanguaging in the EFL classrooms, but they are worried that it may not bring their proficiency to the desirable standard. They, thus, showed greater faith in the conventional language learning approach, viz., using only English in the EFL classes. The study concluded that learners‟ exposure to translanguaging is apparently not adequate for them to fully appreciate its benefits, and teachers who, so far, strictly keep to the English-only approach, too need to be oriented and trained in its use.

(Journal of Language and Linguistic Studies, 18(Special Issue 1),

556-568; 2022. Adaptado)

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    It is adequate do say that pedagogical practices “become less and less preoccupied with limited and unified actions typical of content transmission in teaching-learning processes, and increase the instances of social practices that create possibilities of student engagement in the world.” (Magalhães & Carrijo, 2019, p. 215). We could broaden this and state that it is essential that education be less concerned with limited and limiting actions that look at the other - the student in general - but especially the student who is somehow different from the educators’ or the policy makers’ expectations as just that: a monolith of difference. This notion of difference as a monolith makes us see all SIEN¹ students as one single individual or block of individuals (i.e., as if they all had the same features); all deaf students as another monolith; all students in the autism spectrum as still another. But we are not equal. People vary in every aspect of humanity (the way they dress, speak, eat, think, learn). As Adichie (2009) stated in her famous TED: “The single story has a consequence: It robs people of dignity. It makes our recognition of our equal humanity difficult.”

(Magalhães, M.C.C. et al. Viable-transformative inclusion: diverse means of agency by an adolescent with Specific Intellectual Educational Needs (SIEN) and his educators. In: Delta: Documentação de Estudos em Linguística Teórica e Aplicada, Volume: 38, Número: 1. 2022)

¹SIEN students: students with specific intellectual educational needs

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    Morley (1999) has outlined four important goals for pronunciation instruction: functional intelligibility, functional communicability, increased self-confidence, and speech monitoring abilities.

    For our purposes, intelligibility is defined as spoken English in which an accent, if present, is not distracting to the listener. Since learners rarely achieve an accent-free pronunciation, we are setting our students up for failure if we strive for nativelike accuracy. Eradication of an accent should not be our goal; in fact, some practitioners use the term accent addition as opposed to accent reduction to acknowledge the individual’s first language (L1) identity without demanding it be sublimated in the new second language (L2).

    Functional communicability is the learner’s ability to function successfully within the specific communicative situations he or she faces. And, as they gain communicative skill, they also need to gain confidence in their ability to speak and be understood.

    Bv teaching learners to pay attention to their own speech as well as that of others, we help our learners make better use of the input they receive. Good learners “attend” to certain aspects of the speech they hear and then try to imitate it. Speech monitoring activities help to focus learners’ attention on such features both in our courses and beyond them.

(Goodwin, Janet. Teaching Pronunciation. In Marianne Celce-Murcia. 3rd ed. Teaching English as a second or foreign language. 3rd edition. Boston, Massachusstes: Heinle&Heinle. 2002. Adaptado)

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Text 1: Making a doctor’s appointment

(telephone rings)

Patient: Could I make an appointment to see the doctor, please?

Receptionist: Certainly, who do you usually see?

Patient: Dr Cullen.

Receptionist: I’m sorry but Dr Cullen has got patients all day.

Would Dr Maley do?

Patient: Sure.

Receptionist: OK then. When would you like to come?

Patient: Could I come at four o’clock?

Receptionist: Four o’clock? Fine. Could I have your name, please?

(Nunan and Lockwood 1991)

Text 2: Confirming an appointment with the doctor (telephone rings)

Receptionist: Doctor’s rooms, can you hold the line for a

moment?

Patient: Yes.

Receptionist: (pause) Thanks.

Receptionist: Hello.

Patient: Hello.

Patient: That’s all right … I’m just calling to confirm an appointment with Dr X for the first of October. Receptionist: Oh …

Patient: Because it was so far in advance I was told to.

Receptionist: I see what you mean, to see if she’s going to be

in that day.

Patient: That’s right.

Receptionist: Oh we may not know yet.

Patient: Oh I see.

Receptionist: First of October … Edith … yes.

Patient: Yes.

Receptionist: There she is. OK.. What’s your name?

Patient: At nine fift…

Receptionist: Got it got it.

(Burns, Joyce and Gollin 1996)

(Carter, Ronald et al. Telling tails: grammar, the spoken language and

materials development. In Tomlinson, B. (ed). Material Development in

Language Teaching. Cambridge: CUP. 1998/2011. Adaptado)

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AI tech products at schools and universities

    Every few years, an emerging technology shows up at the doorstep of schools and universities promising to transform education. The most recent? Technologies powered by generative artificial intelligence, also known as GenAI. These technologies are sold on the potential they hold for education. As optimistic as these visions of the future may be, the realities of educational technology over the past few decades have not lived up to their promises, as shown by rigorous investigations of technology after technology – from mechanical machines to computers, from mobile devices to massive open online courses.

    Yet, educational technology evangelists forget, remain unaware or simply do not care. Or they may be overly optimistic that the next new technology will be different than before.

    Here are four questions I believe should be answered before school officials purchase any technology that relies on AI.

    1. Is there evidence that a product works?

   Compelling evidence of the effect of GenAI products on educational outcomes does not yet exist. Therefore, and unfortunately, it is the consumer who carries the onus of appraising products. My recommendation is: use multiple means for assessing product effectiveness.

    2. [...]

   Oftentimes, there is a divide between what entrepreneurs build and educators need. For example, one shortcoming of the One Laptop Per Child program – an ambitious program that sought to put small, cheap but sturdy laptops in the hands of children from families of lesser means – is that the laptops were designed for idealized younger versions of the developers themselves, not so much the children who were actually using them.

  Initiatives have been implemented in which entrepreneurs and educators work together to improve educational technology products. Some products are developed with input from students and educators. Questions to ask vendors might be: In what ways were educators and learners included? How did their input influence the final product?

    3. What educational beliefs shape this product?

   Educational technology is rarely neutral. It is designed by people, and people have beliefs, experiences, ideologies and biases that shape the technologies they develop.

   It is important for educational technology products to rely on what educators have experienced as relevant to the students they meet in their real-life classes. Questions to ask include: What pedagogical principles guide this product? What particular learning does it support or discourage?

    4. Does the product level the playing field?

   Finally, people ought to ask how a product addresses educational inequities. Is this technology going to help reduce the learning gaps between different groups of learners? Or is it one that aids some learners – often those who are already successful or privileged – but not others? Is it adopting an asset-based or a deficit-based approach to addressing inequities?

   Educational technology vendors and startups may not have answers to all of these questions. But they should still be asked and considered. Answers could lead to improved products.

(George Veletsianos. https://theconversation.com, 15.04.24. Adaptado)