Instruction: Answer questions 36 to 40 based on the following text.New research quantifies how much speakers' first language affects learning a new languageLanguage research has documented that people tend to draw inferences about speakersbased on how they talk. These often implicit inferences can occur in the blink of an eye and canaffect how smart we think someone is, how much we like them, and more. This is also the casefor 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 firstlanguage that they learned growing up. New research from an international collaboration betweenthe University of Rochester and universities in Germany and Holland sheds light on just howstrong these effects can be. This work, which was conducted by lead author Job Schepens as partof a Fulbright fellowship to the University of Rochester, is the first to evaluate these effects on alarge scale and may lead to novel methods of instruction for adults learning to speak foreignlanguages. 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 secondor third language. These data were collected through a state exam administered by the Dutchgovernment to immigrants that enter Holland. Among other aspects, the exam rated the Dutchspeaking proficiency for each test taker. Test takers from more than 60 different first languagebackgrounds were represented in the data.The team found that a little less than half of the individual variance in the perceivedproficiency of learners could be accounted for by a handful of factors: the learner's education andgender (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 lastfactor 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 howsimilar the learner's first language is to the language they are trying to learn. Schepens's teamcoded the linguistic similarity between Dutch and the 62 first languages spoken by differentlearners in the database. In collaboration with Roeland van Hout, who is a professor at RadboudUniversity, they coded, for example, how similar the languages were to Dutch in terms of theirsound structures. The huge majority -- about 80 percent -- of the effect of language backgroundwas explained through linguistic similarity. Of the test takers who grew up speaking Arabic, onlyabout 5 percent scored higher in Dutch speaking proficiency than the worst 50 percent of thetest takers that grew up speaking German."Our results suggest that this is in large parts due to the fact that German shares manylinguistic features with Dutch, whereas Arabic does not", Schepens says. "This is not a newinsight, but the present study is the first to quantify just how substantial this effect is. Thissuggests that a large proportion of the perceived non-nativeness of a learner is simply due to thelanguage 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 shouldbe taught to adults, Jaeger says. "Since the language the learner grew up with has a large effecton what they struggle with, language instruction that takes into account a learner's first languagepromises to be more effective".(Source: https://www.sciencedaily.com/releases/2019/11/191114141247.htm– Adapted) Consider the following statements:I. One possible plural form of “Linguistic research” (l.05) is ‘a lot of linguistic research’.BECAUSEII. ‘Research’ is a countable noun in every context of occurrence.Considering the sentences above:

Consider the following statements:I. One possible plural...

Q2951229

Língua Inglesa Substantivos contáveis e incontáveis | Countable and uncountable

Ano: 2019

Banca: Fundação Universidade Empresa de Tecnologia e Ciências - FUNDATEC

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)

Consider the following statements:

I. One possible plural form of “Linguistic research” (l.05) is ‘a lot of linguistic research’.

BECAUSE

II. ‘Research’ is a countable noun in every context of occurrence.

Considering the sentences above:

I and II are true, and II is a correct explanation of I.

I and II are true, but II is not an explanation of I.

I is true, but II is false.

I is false, but II is true.

I and II are false.

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