Questões para Concursos

Considering the preceding text, judge the following items.

Use the following text to answer questions 16 to 21.

The case for foreign languages as an aspiring lawyer

If you want to work in the competitive legal profession, having foreign language skills can help to set you apart.

The relative lack of foreign language skills among the UK population is well-documented. A recent Guardian survey revealed that 39% of young native English speakers were put off learning a foreign language because “most people speak English”, and 14% by the idea that “most other languages are not useful”. But for students hoping to enter the legal profession – which is increasingly global in outlook – being able to speak a foreign language is useful, and ever more desirable to employers. In other words, students who speak more than one language are increasingly valued by employers. The globalisation of legal practice means that many international law firms will not hire lawyers without language skills, said Patricio Grané Labat, partner of public international law firm Volterra Fietta. “In our profession, language skills are critical because, as international lawyers, we apply our trade with words. It is certainly something I look for when I recruit. If a candidate is not fluent in other languages, I generally will not consider them – if I do, it’s usually for a discrete assignment,” he said.
Dr. Martina Künnecke, lecturer at the University of Hull, added: “Students need a global mindset, and language skills are a part of that. It’s absolutely crucial considering the competition in the jobs market today.” She encourages students to learn a new language in their spare time and to take up opportunities to study law abroad.
Knowing at least one foreign language can also enable you to broaden the scope of your work, said Gabriel Helou, legal officer at the Norwegian Refugee Council and former project manager in the rule of law and justice sector at the EU delegation in Jerusalem.
“It enables legal professionals to explore foreign legal systems or experiences through a comparative approach. Referring to the original sources of information can sometimes be more reliable and comprehensible,” said Gabriel Helou. According to him, foreign language skills give lawyers a global mindset which is increasingly useful and desired by employers – so it might be worth dusting off those old textbooks.

Adapted from: SUTCLIFFE, Matthew. The case for foreign languages as an aspiring lawyer. The Guardian, London, Aug. 19, 2014. Available at: https://www.theguardian.com/law/2014/aug/19/foreign-language-skills-law-career. Accessed on: Apr. 27, 2025.

Use the following text to answer questions 16 to 21.

The case for foreign languages as an aspiring lawyer

If you want to work in the competitive legal profession, having foreign language skills can help to set you apart.

The relative lack of foreign language skills among the UK population is well-documented. A recent Guardian survey revealed that 39% of young native English speakers were put off learning a foreign language because “most people speak English”, and 14% by the idea that “most other languages are not useful”. But for students hoping to enter the legal profession – which is increasingly global in outlook – being able to speak a foreign language is useful, and ever more desirable to employers. In other words, students who speak more than one language are increasingly valued by employers. The globalisation of legal practice means that many international law firms will not hire lawyers without language skills, said Patricio Grané Labat, partner of public international law firm Volterra Fietta. “In our profession, language skills are critical because, as international lawyers, we apply our trade with words. It is certainly something I look for when I recruit. If a candidate is not fluent in other languages, I generally will not consider them – if I do, it’s usually for a discrete assignment,” he said.
Dr. Martina Künnecke, lecturer at the University of Hull, added: “Students need a global mindset, and language skills are a part of that. It’s absolutely crucial considering the competition in the jobs market today.” She encourages students to learn a new language in their spare time and to take up opportunities to study law abroad.
Knowing at least one foreign language can also enable you to broaden the scope of your work, said Gabriel Helou, legal officer at the Norwegian Refugee Council and former project manager in the rule of law and justice sector at the EU delegation in Jerusalem.
“It enables legal professionals to explore foreign legal systems or experiences through a comparative approach. Referring to the original sources of information can sometimes be more reliable and comprehensible,” said Gabriel Helou. According to him, foreign language skills give lawyers a global mindset which is increasingly useful and desired by employers – so it might be worth dusting off those old textbooks.

Adapted from: SUTCLIFFE, Matthew. The case for foreign languages as an aspiring lawyer. The Guardian, London, Aug. 19, 2014. Available at: https://www.theguardian.com/law/2014/aug/19/foreign-language-skills-law-career. Accessed on: Apr. 27, 2025.

Leia o texto para responder à questão. In the literature on language learning, one particular process has commonly been singled out for explication: transfer. The term describes the carryover of previous performance or knowledge to subsequent learning. Positive transfer occurs when the prior knowledge benefits the learning task; negative transfer, or interference, occurs when previous performance disrupts the performance of a second task. It has been common in second language teaching to stress the role of interference. This is of course not surprising, as native language interference is surely the most immediately noticeable source of error among second language learners. The saliency of interference is strong. For example, a French native speaker might say in English, “I am in New York since January,” a perfectly logical transfer of the French sentence “Je suis a New York depuis Janvier.” Because of the negative transfer of the French verb form to English, the French system has, in this case, interfered with the person’s production of a correct English form. It is exceedingly important to remember, however, that the native language of a second language learner is often positively transferred, in which case the learner benefits from the facilitating effects of the first language. In the above sentence, for example, the correct one-to-one word order correspondence, the personal pronoun, and the preposition have been positively transferred from French to English. We often mistakenly overlook the facilitating effects of the native language in our appetite for analyzing errors in the second language and for overstressing the interfering effects of the first language. (Douglas Brown. Principles of language learning and teaching , 2000. Adaptado)

Leia o texto para responder à questão. In the literature on language learning, one particular process has commonly been singled out for explication: transfer. The term describes the carryover of previous performance or knowledge to subsequent learning. Positive transfer occurs when the prior knowledge benefits the learning task; negative transfer, or interference, occurs when previous performance disrupts the performance of a second task. It has been common in second language teaching to stress the role of interference. This is of course not surprising, as native language interference is surely the most immediately noticeable source of error among second language learners. The saliency of interference is strong. For example, a French native speaker might say in English, “I am in New York since January,” a perfectly logical transfer of the French sentence “Je suis a New York depuis Janvier.” Because of the negative transfer of the French verb form to English, the French system has, in this case, interfered with the person’s production of a correct English form. It is exceedingly important to remember, however, that the native language of a second language learner is often positively transferred, in which case the learner benefits from the facilitating effects of the first language. In the above sentence, for example, the correct one-to-one word order correspondence, the personal pronoun, and the preposition have been positively transferred from French to English. We often mistakenly overlook the facilitating effects of the native language in our appetite for analyzing errors in the second language and for overstressing the interfering effects of the first language. (Douglas Brown. Principles of language learning and teaching , 2000. Adaptado)

The good news about formulating a strong lesson plan for a Content and Language Integrated Learning (CLIL) class is that it will contain many of the same features of a good lesson plan for any class. That is, it will include transitions from and to the previous class and the next one, it will warm students up to the day’s lesson in an engaging way, it will present new material and recycle familiar material, it will include some ways to assess progress during the class, and it will be flexible enough to account for classes that move slower or more quickly than you had anticipated. What’s important about CLIL lesson plans, though, is that you include both subject area content and language points so that you derive the full benefits of a CLIL approach. If you try to wing it, you might wind up concentrating on one area to the detriment of the other. The key elements of CLIL lesson plans are: Content – Most teachers find it easiest to start by considering the content. What knowledge – that is, what subject area material – do you want to transmit? How are you going to present it – through an article, a video, a demonstration, a discussion, or an experiment? It can be helpful when planning to finish sentences such as I want my students to be able to/At the end of the class, they should know… If you have a cooperating content area teacher at your institution, meet with that person in advance to go over your goals and see how they interact with theirs. Language – Once you have the content pinned down, you can pick out the necessary language and communication skills that students will need to engage with the material. For example, these could include: specialized vocabulary, functional phrases and collocations, pronunciation or intonation practice, grammatical structures, features of text organization. You’ll find these linguistic features in the texts that you present, but also in the language that students need to complete tasks. Imagine yourself as a student carrying out a task. What will you say? What will you write? Then, determine if you’ll need to teach any of this language to your class before presenting students with the task. (https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)

Leia o texto para responder à questão. ELF: English as a lingua franca The Vienna Oxford International Corpus of English (VOICE), a collection of English as a Lingua Franca (ELF) currently under construction, defines lingua franca as an additionally acquired language system that serves as a means of communication for speakers from different speech communities, who use it to communicate with each other but for whom it is not their native language. Early findings from the VOICE corpus tentatively identify a number of features which point to systematic lexicogrammatical differences between native-speaker English and ELF, for example dropping the third person present tense ‘s’ (e.g. she wear), omitting definite and indefinite articles, insertion of prepositions (e.g. can we discuss about this issue). These features are not a threat to comprehension, as they involve typical errors that most English teachers would correct and remediate. However, Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF. The work of Jenkins (1996, 2000, 2004, 2005) has also been very influential in relation to the teaching of pronunciation for ELF. Her research finds that a number of items common to most native-speaker varieties of English were not necessary in successful ELF interactions; for example, the substitution of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g. think became sink or tink , and this became dis or zis ). Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems. Problems may arise in the (perhaps unfair) equation between a reduced or ‘stripped down’ ELF syllabus and an impoverished experience of the L2. Indeed, it could be argued that learners of any language always end up producing less than the input they are exposed to, and that if that input itself is deliberately restricted, then even less will be the outcome. (O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom. Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)

Leia o texto a seguir e responda à questão: Sounds (phonemes) are represented by phonetic symbols, for example /bi:t/ for ‘beat’. In English, however, there is no one-to-one correspondence between written letters and spoken sounds. Thus the ‘c’ of ‘cat’ is pronounced differently from the ‘c’ in ‘cease’. ‘Though’, ‘through’ and ‘rough’ all have the ‘-ou-’ spelling, but it is pronounced differently in each case. Different spellings can have the same sound too: ‘plane’ and ‘gain’ both have the same vowel sound, but they are spelt differently. (Jeremy Harmer. How to teach English , 1998. Adaptado)

Leia o texto a seguir e responda à questão: Sounds (phonemes) are represented by phonetic symbols, for example /bi:t/ for ‘beat’. In English, however, there is no one-to-one correspondence between written letters and spoken sounds. Thus the ‘c’ of ‘cat’ is pronounced differently from the ‘c’ in ‘cease’. ‘Though’, ‘through’ and ‘rough’ all have the ‘-ou-’ spelling, but it is pronounced differently in each case. Different spellings can have the same sound too: ‘plane’ and ‘gain’ both have the same vowel sound, but they are spelt differently. (Jeremy Harmer. How to teach English , 1998. Adaptado)