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Questões por banca
29 bancas disponíveis. Clique para visualizar todas.
Acesse diretamente as bancas disponíveis na QuestLab. As quantidades abaixo consideram as questões ativas do banco.
CEBRASPE
51.363 questões
FGV
25.316 questões
FCC
24.632 questões
AOCP
23.456 questões
IBFC
11.190 questões
VUNESP
10.983 questões
Instituto Quadrix
9.793 questões
FUNDATEC
9.088 questões
IBADE
7.820 questões
CESGRANRIO
6.013 questões
OBJETIVA
4.740 questões
CONSULPLAN
4.174 questões
FEPESE
3.585 questões
IADES
3.439 questões
IESES
2.627 questões
SELECON
2.377 questões
IDECAN
1.907 questões
MS CONCURSOS
1.485 questões
Instituto Legalle
1.281 questões
FAFIPA
1.161 questões
FUMARC
842 questões
ACAFE
551 questões
INSTITUTO AOCP
430 questões
NUCEPE
378 questões
FUNIVERSA
348 questões
FAURGS
203 questões
FIOCRUZ
48 questões
MACKENZIE
48 questões
CETRO
17 questões
92 questões encontradas
Al analizar los pronombres “nos” y “las” de la sentencia “Tus llaves nos las van a entregar mañana” se advierte que
Lea la siguiente aserción: De ahora en adelante, los alumnos podrán escoger algunas asignaturas y, por ende, se irán especializando en lo que más les guste. (Francisco Matte Bon, Gramática comunicativa del español , 2012) Desde el punto de vista comunicativo, es correcto afirmar que el operador “por ende” le permite al hablante
Si una persona desea pedir con adecuación gramatical algo en una tienda, tendría que formar, por ejemplo, un enunciado como
Observe la siguiente interacción: – Tengo un hambre que no te cuento. – Pero, por favor , si acabamos de almorzar. El operador “por favor” del parlamento expresa
Un ejemplo de complemento de régimen es el que se encuentra en el enunciado
Texto associado
Read the text to answer question: In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners’ culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And how can we develop in the learners an intercultural competence that would shortchange neither their own culture nor the target culture, but would make them into cultural mediators in a globalized world? This paper explores these issues from the perspective of the large body of research done in Australia, Europe and the U.S. in the last twenty years. It links the study of culture to the study of discourse (see, e.g., Kramsch 1993, 1998, 2004) and to the concept of translingual and transcultural competence proposed by theModern Language Association (e.g., Kramsch, 2010). Special attention will be given to the unique role that the age-old Persian culture can play in fostering the cultural mediators of tomorrow. (KRAMASCH, Claire. Cultura no ensino de língua estrangeira . Bakhtiniana: Revista de Estudos do Discurso, São Paulo, LAEL/PUC-SP, v. 19, n. 4, 2024)
Considerando sua experiência no ensino de gêneros textuais em língua inglesa, incluindo o contexto acadêmico, identifique a seção de um artigo científico cujas características linguísticas e discursivas correspondem ao texto apresentado.
Texto associado
Read the text to answer question: In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners’ culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And how can we develop in the learners an intercultural competence that would shortchange neither their own culture nor the target culture, but would make them into cultural mediators in a globalized world? This paper explores these issues from the perspective of the large body of research done in Australia, Europe and the U.S. in the last twenty years. It links the study of culture to the study of discourse (see, e.g., Kramsch 1993, 1998, 2004) and to the concept of translingual and transcultural competence proposed by theModern Language Association (e.g., Kramsch, 2010). Special attention will be given to the unique role that the age-old Persian culture can play in fostering the cultural mediators of tomorrow. (KRAMASCH, Claire. Cultura no ensino de língua estrangeira . Bakhtiniana: Revista de Estudos do Discurso, São Paulo, LAEL/PUC-SP, v. 19, n. 4, 2024)
De acordo com o trecho, uma questão importante da discussão sobre o ensino de cultura em línguas estrangeiras é
Texto associado
Read the text to answer question: In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners’ culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And how can we develop in the learners an intercultural competence that would shortchange neither their own culture nor the target culture, but would make them into cultural mediators in a globalized world? This paper explores these issues from the perspective of the large body of research done in Australia, Europe and the U.S. in the last twenty years. It links the study of culture to the study of discourse (see, e.g., Kramsch 1993, 1998, 2004) and to the concept of translingual and transcultural competence proposed by theModern Language Association (e.g., Kramsch, 2010). Special attention will be given to the unique role that the age-old Persian culture can play in fostering the cultural mediators of tomorrow. (KRAMASCH, Claire. Cultura no ensino de língua estrangeira . Bakhtiniana: Revista de Estudos do Discurso, São Paulo, LAEL/PUC-SP, v. 19, n. 4, 2024)
No trecho “How can we develop in the learners an intercultural competence that would shortchange neither their own culture nor the target culture…”, há uso de estrutura paralela, a qual tem regras específicas. Nas sentenças a seguir, o exemplo de estrutura paralela usada corretamente é encontrado em:
Texto associado
Read the text to answer question: In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners’ culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And how can we develop in the learners an intercultural competence that would shortchange neither their own culture nor the target culture, but would make them into cultural mediators in a globalized world? This paper explores these issues from the perspective of the large body of research done in Australia, Europe and the U.S. in the last twenty years. It links the study of culture to the study of discourse (see, e.g., Kramsch 1993, 1998, 2004) and to the concept of translingual and transcultural competence proposed by theModern Language Association (e.g., Kramsch, 2010). Special attention will be given to the unique role that the age-old Persian culture can play in fostering the cultural mediators of tomorrow. (KRAMASCH, Claire. Cultura no ensino de língua estrangeira . Bakhtiniana: Revista de Estudos do Discurso, São Paulo, LAEL/PUC-SP, v. 19, n. 4, 2024)
