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Mark the sentence that represents a noun clause that acts...
Ano:
2019
Prova:
FUNDATEC - Prefeitura de São Borja - Professor - Área: Português/Inglês - 2019
Instruction: Answer questions 36 to 40 based on the following text.
New research quantifies how much speakers' first language affects learning a new language
- Language research has documented that people tend to draw inferences about speakers
- based on how they talk. These often implicit inferences can occur in the blink of an eye and can
- affect how smart we think someone is, how much we like them, and more. This is also the case
- for the non-native accents typically present in speakers who learn a new language later in life.
- Linguistic research suggests that these accents are strongly shaped by the speaker's first
- language that they learned growing up. New research from an international collaboration between
- the University of Rochester and universities in Germany and Holland sheds light on just how
- strong these effects can be. This work, which was conducted by lead author Job Schepens as part
- of a Fulbright fellowship to the University of Rochester, is the first to evaluate these effects on a
- large scale and may lead to novel methods of instruction for adults learning to speak foreign
- languages. The results of the study were published in the journal Cognition.
- The team analyzed a dataset of more than 50,000 adults who learned Dutch as their second
- or third language. These data were collected through a state exam administered by the Dutch
- government to immigrants that enter Holland. Among other aspects, the exam rated the Dutch
- speaking proficiency for each test taker. Test takers from more than 60 different first language
- backgrounds were represented in the data.
- The team found that a little less than half of the individual variance in the perceived
- proficiency of learners could be accounted for by a handful of factors: the learner's education and
- gender (women had higher scores than men), the learner's age when they arrived in Holland,
- the time they spent in Holland before taking the exam, and the learner's first language. This last
- factor alone accounted for 50 percent of the explained variance in learners' proficiency.
- This strong effect of a learner's first language seems to be almost entirely driven by how
- similar the learner's first language is to the language they are trying to learn. Schepens's team
- coded the linguistic similarity between Dutch and the 62 first languages spoken by different
- learners in the database. In collaboration with Roeland van Hout, who is a professor at Radboud
- University, they coded, for example, how similar the languages were to Dutch in terms of their
- sound structures. The huge majority -- about 80 percent -- of the effect of language background
- was explained through linguistic similarity. Of the test takers who grew up speaking Arabic, only
- about 5 percent scored higher in Dutch speaking proficiency than the worst 50 percent of the
- test takers that grew up speaking German.
- "Our results suggest that this is in large parts due to the fact that German shares many
- linguistic features with Dutch, whereas Arabic does not", Schepens says. "This is not a new
- insight, but the present study is the first to quantify just how substantial this effect is. This
- suggests that a large proportion of the perceived non-nativeness of a learner is simply due to the
- language they grew up with, and this factor is entirely out of their control", says Florian Jaeger,
- who is a professor of brain and cognitive sciences at the University of Rochester.
- The results also corroborate an important insight from research on how languages should
- be taught to adults, Jaeger says. "Since the language the learner grew up with has a large effect
- on what they struggle with, language instruction that takes into account a learner's first language
- promises to be more effective".
(Source: https://www.sciencedaily.com/releases/2019/11/191114141247.htm– Adapted)
Mark the sentence that represents a noun clause that acts as the object of a verb.
A
which was conducted by lead author Job Schepens as part of a Fulbright fellowship to the University of Rochester (l.08-09).
B
50,000 adults who learned Dutch as their second or third language. (l.12-13).
C
who is a professor at Radboud University (l.25-26).
D
that this is in large parts due to the fact (l.31).
E
who is a professor of brain and cognitive sciences at the University of Rochester (l.36).