Questões para Concursos

Leia o texto para responder à questão. If styles are general characteristics that differentiate one individual from another, then strategies are those specific “attacks” that we make on a given problem, and that vary considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems” posed by second language input and output. Chamot (2005, p. 112) defines strategies quite broadly as “procedures that facilitate a learning task. Strategies are most often conscious and goal driven.” As our knowledge of second language acquisition increased markedly during the 1970s, teachers and researchers came to realize that no single research finding and no single method of language teaching would usher in an era of universal success in teaching a second language. We saw that certain learners seemed to be successful regardless of methods or techniques of teaching. We began to see the importance of individual variation in language learning. Certain people appeared to be endowed with abilities to succeed; others lacked those abilities. This observation led Rubin (1975) and Stern (1975) to describe “good” language learners in terms of personal traits, styles, and strategies. Rubin (Rubin & Thompson, 1982) later summarized fourteen such characteristics. Among other abilities, good language learners tend to: 1. Find their own way, taking charge of their learning 2. Be creative and develop a “feel” for the language by experimenting with its grammar and words 3. Make their own opportunities for practice in using the language inside and outside the classroom 4. Learn to live with uncertainty by continuing to talk or listen without understanding every word 5. Use linguistic knowledge, including knowledge of their first language, in learning a second language 6. Use contextual cues to help them in comprehension 7. Learn to make intelligent guesses 8. Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence” 9. Learn different styles of speech and writing and learn to vary their language according to the formality of the situation. (, H.Douglas Brown. Principles of language learning and teaching . 5th ed. Longman, 2000. Adaptado) Confidencial até o momento da aplicação.

Leia o texto para responder à questão. If styles are general characteristics that differentiate one individual from another, then strategies are those specific “attacks” that we make on a given problem, and that vary considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems” posed by second language input and output. Chamot (2005, p. 112) defines strategies quite broadly as “procedures that facilitate a learning task. Strategies are most often conscious and goal driven.” As our knowledge of second language acquisition increased markedly during the 1970s, teachers and researchers came to realize that no single research finding and no single method of language teaching would usher in an era of universal success in teaching a second language. We saw that certain learners seemed to be successful regardless of methods or techniques of teaching. We began to see the importance of individual variation in language learning. Certain people appeared to be endowed with abilities to succeed; others lacked those abilities. This observation led Rubin (1975) and Stern (1975) to describe “good” language learners in terms of personal traits, styles, and strategies. Rubin (Rubin & Thompson, 1982) later summarized fourteen such characteristics. Among other abilities, good language learners tend to: 1. Find their own way, taking charge of their learning 2. Be creative and develop a “feel” for the language by experimenting with its grammar and words 3. Make their own opportunities for practice in using the language inside and outside the classroom 4. Learn to live with uncertainty by continuing to talk or listen without understanding every word 5. Use linguistic knowledge, including knowledge of their first language, in learning a second language 6. Use contextual cues to help them in comprehension 7. Learn to make intelligent guesses 8. Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence” 9. Learn different styles of speech and writing and learn to vary their language according to the formality of the situation. (, H.Douglas Brown. Principles of language learning and teaching . 5th ed. Longman, 2000. Adaptado) Confidencial até o momento da aplicação.

Leia o texto para responder à questão. If styles are general characteristics that differentiate one individual from another, then strategies are those specific “attacks” that we make on a given problem, and that vary considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems” posed by second language input and output. Chamot (2005, p. 112) defines strategies quite broadly as “procedures that facilitate a learning task. Strategies are most often conscious and goal driven.” As our knowledge of second language acquisition increased markedly during the 1970s, teachers and researchers came to realize that no single research finding and no single method of language teaching would usher in an era of universal success in teaching a second language. We saw that certain learners seemed to be successful regardless of methods or techniques of teaching. We began to see the importance of individual variation in language learning. Certain people appeared to be endowed with abilities to succeed; others lacked those abilities. This observation led Rubin (1975) and Stern (1975) to describe “good” language learners in terms of personal traits, styles, and strategies. Rubin (Rubin & Thompson, 1982) later summarized fourteen such characteristics. Among other abilities, good language learners tend to: 1. Find their own way, taking charge of their learning 2. Be creative and develop a “feel” for the language by experimenting with its grammar and words 3. Make their own opportunities for practice in using the language inside and outside the classroom 4. Learn to live with uncertainty by continuing to talk or listen without understanding every word 5. Use linguistic knowledge, including knowledge of their first language, in learning a second language 6. Use contextual cues to help them in comprehension 7. Learn to make intelligent guesses 8. Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence” 9. Learn different styles of speech and writing and learn to vary their language according to the formality of the situation. (, H.Douglas Brown. Principles of language learning and teaching . 5th ed. Longman, 2000. Adaptado) Confidencial até o momento da aplicação.

Leia o texto a seguir para responder à questão: A language function is a purpose you wish to achieve when you say or write something. If you say ‘I invite you’, you are performing the function of inviting. Of course you could also say ‘D’you want to come to the cinema?’ to make an invitation. There are many ways of inviting, apologising, agreeing, giving advice, asking for information etc. If our students want to express themselves in speaking or writing, they need to know to perform these functions – in other words, how to use grammar and vocabulary to express certain meanings/ purposes. (Jeremy Harmer. How to teach English , 1998. Adaptado)

Leia o texto a seguir para responder à questão: A language function is a purpose you wish to achieve when you say or write something. If you say ‘I invite you’, you are performing the function of inviting. Of course you could also say ‘D’you want to come to the cinema?’ to make an invitation. There are many ways of inviting, apologising, agreeing, giving advice, asking for information etc. If our students want to express themselves in speaking or writing, they need to know to perform these functions – in other words, how to use grammar and vocabulary to express certain meanings/ purposes. (Jeremy Harmer. How to teach English , 1998. Adaptado)

Leia o texto a seguir para responder à questão: Inside the classroom, some learners seem to take advantage of what is going on more than others. Aware of this, teachers will frequently say that successful students possess some or all of the following characteristics. 1. A willingness to listen : good learners listen to what is going on – not just in the sense of paying attention, but also in terms of really listening to the English that is being used, soaking it up with eagerness and intelligence. 2. A willingness to try new things : many good learners are not afraid to ‘have a go’. They are prepared to try things out and see how it works. Of course, not all successful language learners are extroverts, but the urge to use the language (loudly or quietly) is an important one. 3. A willingness to think about how to learn : good learners bring or invent their own study skills when they come to a lesson. They think about the best way to memorize vocabulary, the best way to read a text (slowly, translating every word? Or quickly, trying to get a general understanding?), the best method of drafting and re-drafting a piece of writing. 4. A willingness to ask questions : although some teachers can become irritated by students who are constantly asking difficult (and sometimes irrelevant) questions, the urge to find out why is part of a successful learner’s equipment. 5. A willingness to accept correction : good learners are prepared to accept corrections if it helps them. They are keen to get feedback from the teacher and act upon what they are told. But this only works where teachers are able to offer constructive criticism. It involves teachers in judging their students’ responses to correction so that they can act accordingly. (Jeremy Harmer. How to teach English , 1998. Adaptado)

Leia o texto a seguir para responder à questão: Foreign language pronunciation instruction in a communicative language teaching context: amounts, practices and beliefs The aim of this research was to examine three important components of foreign language pronunciation instruction and the connections between them: amount, actual practices, and teachers’ beliefs. The data consisted of 45 video-recorded lessons in French-as-a-foreign-language in six secondary schools in Norway and semistructured interviews conducted with the same teachers whose instruction was previously video-recorded. The video-recorded lessons were analysed for amount and actual practices of pronunciation instruction and the interviews were analysed for teachers’ background in and beliefs about phonetics and pronunciation pedagogy. Results indicated that: (1) on average, pronunciation instruction accounted for a very small part of the teaching time (less than 2%); (2) despite the emphasis on segmentals and suprasegmentals in pronunciation teaching literature, explicit teaching of segmental and suprasegmental features of speech was rare in the recorded material; (3) there is a need for more training in and knowledge of phonetics and pronunciation pedagogy. These findings might be used to address concerns regarding the role of pronunciation instruction in foreign language teaching and to define factors that may account for the difficulty of making pronunciation instruction an integral part of language teaching. (Altijana Brkan, Eva Thue Vold. https://www.uv.uio.no. Adaptado)

Leia o texto a seguir para responder à questão: Foreign language pronunciation instruction in a communicative language teaching context: amounts, practices and beliefs The aim of this research was to examine three important components of foreign language pronunciation instruction and the connections between them: amount, actual practices, and teachers’ beliefs. The data consisted of 45 video-recorded lessons in French-as-a-foreign-language in six secondary schools in Norway and semistructured interviews conducted with the same teachers whose instruction was previously video-recorded. The video-recorded lessons were analysed for amount and actual practices of pronunciation instruction and the interviews were analysed for teachers’ background in and beliefs about phonetics and pronunciation pedagogy. Results indicated that: (1) on average, pronunciation instruction accounted for a very small part of the teaching time (less than 2%); (2) despite the emphasis on segmentals and suprasegmentals in pronunciation teaching literature, explicit teaching of segmental and suprasegmental features of speech was rare in the recorded material; (3) there is a need for more training in and knowledge of phonetics and pronunciation pedagogy. These findings might be used to address concerns regarding the role of pronunciation instruction in foreign language teaching and to define factors that may account for the difficulty of making pronunciation instruction an integral part of language teaching. (Altijana Brkan, Eva Thue Vold. https://www.uv.uio.no. 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)