Questões para Concursos

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)

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 para responder à quest: Has technology facilitated teachers’ work? Or reduced teacher burnout? When we set out to study pandemic-related changes in schools, we thought we’d find that learning management systems that rely on technology to improve teaching would make educators’ jobs easier. We believed technology would mean positive stimulus to teachers. Instead, our data and analyses showed that teachers whose schools were using learning management systems had higher rates of burnout. During the phenomenon of the covid-19 pandemic, when schools across the country were under lockdown orders, schools adopted new technologies to facilitate remote learning during the crisis. These technologies included learning management systems, which are online platforms that help educators organize and keep track of their coursework. We were puzzled to find that teachers who used a learning management system such as Canvas or Schoology reported higher levels of burnout. Ideally, these tools should have simplified their jobs. We also thought these systems would improve teachers’ ability to organize documents and assignments, mainly because they would house everything digitally, and thus, reduce the need to print documents or bring piles of student work home to grade. However, the data told a different story. Instead of being used to replace old ways of completing tasks, the learning management systems were simply another thing on teachers’ plates. (David T. Marshall, Teanna Moore & Timothy Pressley, 01.07.2025. Disponível em: https://theconversation.com. Adaptado)

Read the text to answer question: It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note that there have been calls to abandon the search for a single “supermethod” and to instead focus on equipping teachers with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from the idea that there is one “right” way to teach language, and towards an approach that values flexibility, adaptability, and a recognition of the diverse contexts in which language learning takes place (Richards, 2001). Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great enthusiasm for (and wide adoption of) the Communicative Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the Grammar-Translation Method) to meet the national language learning goals. It failed to develop a language learner who can communicate properly in English. This does not mean that the CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been changing the nature of language and how it should be taught (Abdallah, 2011). (M. Abdallah, 2024. Disponível em: https://files.eric.ed.gov/fulltext/ED660475.pdf. Adaptado)