Questões para Concursos

Read the text to answer question. Stephen R. Covey (2017) once explained the importance of priorities by using an experience he had in a business class. He stated that a professor stood in front of a group of students and set a large canning jar in front of them. He filled it to the top with rocks and asked the students if it was full. They responded yes. Then he took out a bucket of sand and filled the jar again, and students watched as the sand poured inside the spaces between the large rocks. The professor asked again if the jar was full. This time students hesitated, and with good reason. The professor proceeded to fill the jar with a pitcher of water, after which he asked the students to explain the purpose behind this visual demonstration. After several incorrect responses, (including something along the lines of. There is always room for more stuff in your life), the professor gave his answer, which amounts to this: Unless you put the rocks in first, they will never fit into the jar. This story demonstrates the principle of prioritizing, of knowing what matters most and what matters least, and that what matters most must be placed in the first position. No doubt, this is a very relevant way to analyze your own ecosystem 1 . As you move forward in developing a lifestyle that incorporates language learning, you must constantly reflect on whether or not you have prioritized your tasks well. If you imagine your ecosystem as the canning jar, and your language tasks as items that fill up the jar, you can see how making the right decisions will increase your chances of not only enjoying the learning process but making it more successful. Always remember that it is not just “doing a lot of language stuff” that will bring you success but rather that by putting priorities in their place, language learning can happen on its own. Let’s talk about how to prioritize language learning tasks by using the metaphor of the canning jar itself and discuss two concepts: fixed and fluid. (Dixon, Shane. The language learner guidebook: powerful tools to help you conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado) 1 A language ecosystem describes a holistic environment that encourages and extends the learning and application of language beyond the classroom through a diverse system of tasks and incentives.

Read the text to answer question. Stephen R. Covey (2017) once explained the importance of priorities by using an experience he had in a business class. He stated that a professor stood in front of a group of students and set a large canning jar in front of them. He filled it to the top with rocks and asked the students if it was full. They responded yes. Then he took out a bucket of sand and filled the jar again, and students watched as the sand poured inside the spaces between the large rocks. The professor asked again if the jar was full. This time students hesitated, and with good reason. The professor proceeded to fill the jar with a pitcher of water, after which he asked the students to explain the purpose behind this visual demonstration. After several incorrect responses, (including something along the lines of. There is always room for more stuff in your life), the professor gave his answer, which amounts to this: Unless you put the rocks in first, they will never fit into the jar. This story demonstrates the principle of prioritizing, of knowing what matters most and what matters least, and that what matters most must be placed in the first position. No doubt, this is a very relevant way to analyze your own ecosystem 1 . As you move forward in developing a lifestyle that incorporates language learning, you must constantly reflect on whether or not you have prioritized your tasks well. If you imagine your ecosystem as the canning jar, and your language tasks as items that fill up the jar, you can see how making the right decisions will increase your chances of not only enjoying the learning process but making it more successful. Always remember that it is not just “doing a lot of language stuff” that will bring you success but rather that by putting priorities in their place, language learning can happen on its own. Let’s talk about how to prioritize language learning tasks by using the metaphor of the canning jar itself and discuss two concepts: fixed and fluid. (Dixon, Shane. The language learner guidebook: powerful tools to help you conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado) 1 A language ecosystem describes a holistic environment that encourages and extends the learning and application of language beyond the classroom through a diverse system of tasks and incentives.

Read the text to answer question. Stephen R. Covey (2017) once explained the importance of priorities by using an experience he had in a business class. He stated that a professor stood in front of a group of students and set a large canning jar in front of them. He filled it to the top with rocks and asked the students if it was full. They responded yes. Then he took out a bucket of sand and filled the jar again, and students watched as the sand poured inside the spaces between the large rocks. The professor asked again if the jar was full. This time students hesitated, and with good reason. The professor proceeded to fill the jar with a pitcher of water, after which he asked the students to explain the purpose behind this visual demonstration. After several incorrect responses, (including something along the lines of. There is always room for more stuff in your life), the professor gave his answer, which amounts to this: Unless you put the rocks in first, they will never fit into the jar. This story demonstrates the principle of prioritizing, of knowing what matters most and what matters least, and that what matters most must be placed in the first position. No doubt, this is a very relevant way to analyze your own ecosystem 1 . As you move forward in developing a lifestyle that incorporates language learning, you must constantly reflect on whether or not you have prioritized your tasks well. If you imagine your ecosystem as the canning jar, and your language tasks as items that fill up the jar, you can see how making the right decisions will increase your chances of not only enjoying the learning process but making it more successful. Always remember that it is not just “doing a lot of language stuff” that will bring you success but rather that by putting priorities in their place, language learning can happen on its own. Let’s talk about how to prioritize language learning tasks by using the metaphor of the canning jar itself and discuss two concepts: fixed and fluid. (Dixon, Shane. The language learner guidebook: powerful tools to help you conquer any language. [S.l.]: Wayzgoose, 2018. Adaptado) 1 A language ecosystem describes a holistic environment that encourages and extends the learning and application of language beyond the classroom through a diverse system of tasks and incentives.

Brown (2006) mentions that language, culture, and context are very influential in effective communication. Read the account by a foreigner of his experience in another country to answer question. At first, things in the cities look pretty much alike. There are taxis, hotels with hot and cold running water, theaters, neon lights, even tall buildings with elevators and a few people who can speak English. But pretty soon the American discovers that underneath the familiar...exterior there are vast differences. When someone says “yes” it often doesn’t mean yes at all, and when people smile it doesn’t always mean they are pleased. When the American visitor makes a helpful gesture, he may be rebuffed, when he tries to be friendly nothing happens. People tell him that they will do things and don’t. The longer he stays, the more enigmatic the new country looks.

Leia o texto para responder à questão. Segundo Kramasch (2024), o conceito de competência intercultural recebeu um novo significado por meio do uso de comunicação mediada por computadores (CMC), com o objetivo de promover a interação na L2 entre falantes nativos e não nativos da língua e entre falantes não nativos, e de capacitá-los a ter acesso a e manipular ambientes culturais não nacionais. O acesso direto a falantes da L2 e a imersão cultural promovida pela CMC realçam a ilusão do imediatismo semiótico e a autenticidade cultural. Entretanto, não conduziu, necessariamente, a uma exploração profunda de diferenças culturais. A comunicação intercultural online enfatizou a participação em comunidades online, a colaboração, a solução conjunta de problemas e o desenvolvimento de identidades híbridas que tanto independem das coações sociais do mundo real, quanto ficam sujeitas às pressões sociais e às coações coletivas das comunidades online. Não é à toa que há um número crescente de linguistas aplicados que estão ávidos a trazer a história, a memória e os aspectos subjetivos da aprendizagem de línguas de volta à sala de aula, bem como uma reflexão sobre o significado de operar entre línguas, a partir do background cultural do próprio indivíduo. (Kramasch, C. 2024. Adaptado)

Read the text to answer question. Robots are writing more of what we read on the internet. And artificial intelligence (AI) writing tools are becoming freely available for anyone, including students, to use. In a period of rapid change, there are enormous ethical implications for post-human authorship — in which humans and machines collaborate. The study of AI ethics needs to be central to education as we increasingly use machinegenerated content to communicate with others. AI robot writers, such as GPT-3 (Generative Pre-trained Transformer) take seconds to create text that seems like it was written by humans. In September, 2020 GPT-3 wrote an entire essay in The Guardian to convince people not to fear artificial intelligence. As recently as 2019, this kind of technology seemed a long way off. But today, it is readily available. Of course, there’s the issue of cheating on essays and other assignments. School and university leaders need to have difficult conversations about what constitutes “authorship” and “editorship” in the post-human age. We are all (already) writing with technological devices, even just via spelling and grammar checkers. (https://theconversation.com. Adaptado)

Read the text to answer question. Robots are writing more of what we read on the internet. And artificial intelligence (AI) writing tools are becoming freely available for anyone, including students, to use. In a period of rapid change, there are enormous ethical implications for post-human authorship — in which humans and machines collaborate. The study of AI ethics needs to be central to education as we increasingly use machinegenerated content to communicate with others. AI robot writers, such as GPT-3 (Generative Pre-trained Transformer) take seconds to create text that seems like it was written by humans. In September, 2020 GPT-3 wrote an entire essay in The Guardian to convince people not to fear artificial intelligence. As recently as 2019, this kind of technology seemed a long way off. But today, it is readily available. Of course, there’s the issue of cheating on essays and other assignments. School and university leaders need to have difficult conversations about what constitutes “authorship” and “editorship” in the post-human age. We are all (already) writing with technological devices, even just via spelling and grammar checkers. (https://theconversation.com. Adaptado)

Read the text to answer question. Robots are writing more of what we read on the internet. And artificial intelligence (AI) writing tools are becoming freely available for anyone, including students, to use. In a period of rapid change, there are enormous ethical implications for post-human authorship — in which humans and machines collaborate. The study of AI ethics needs to be central to education as we increasingly use machinegenerated content to communicate with others. AI robot writers, such as GPT-3 (Generative Pre-trained Transformer) take seconds to create text that seems like it was written by humans. In September, 2020 GPT-3 wrote an entire essay in The Guardian to convince people not to fear artificial intelligence. As recently as 2019, this kind of technology seemed a long way off. But today, it is readily available. Of course, there’s the issue of cheating on essays and other assignments. School and university leaders need to have difficult conversations about what constitutes “authorship” and “editorship” in the post-human age. We are all (already) writing with technological devices, even just via spelling and grammar checkers. (https://theconversation.com. Adaptado)

Read the text to answer question. Robots are writing more of what we read on the internet. And artificial intelligence (AI) writing tools are becoming freely available for anyone, including students, to use. In a period of rapid change, there are enormous ethical implications for post-human authorship — in which humans and machines collaborate. The study of AI ethics needs to be central to education as we increasingly use machinegenerated content to communicate with others. AI robot writers, such as GPT-3 (Generative Pre-trained Transformer) take seconds to create text that seems like it was written by humans. In September, 2020 GPT-3 wrote an entire essay in The Guardian to convince people not to fear artificial intelligence. As recently as 2019, this kind of technology seemed a long way off. But today, it is readily available. Of course, there’s the issue of cheating on essays and other assignments. School and university leaders need to have difficult conversations about what constitutes “authorship” and “editorship” in the post-human age. We are all (already) writing with technological devices, even just via spelling and grammar checkers. (https://theconversation.com. Adaptado)