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Questões de Concurso sobre Língua Inglesa e Educação
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If an English teacher presents his class with text 10A1-II and asks the kids to quickly find the name of one of Hannett-Prices‟ students, he is showing the class how to use the reading strategy known as
A
predicting.
B
inferring.
C
scanning.
D
interpreting.
E
skimming.
Learning a language involves more than mastering grammar; it requires interaction, cultural awareness and the ability to negotiate meaning.
Segundo o texto, aprender uma língua implica:
A
memorização de regras
B
tradução literal
C
participação ativa e contextualizada
D
repetição mecânica
No 6º ano, o professor utiliza um áudio curto de uma conversa no supermercado. Alguns estudantes não reconhecem todas as palavras, mas compreendem a intenção dos falantes e identificam itens comprados. Para fortalecer a compreensão oral, a ação pedagógica mais coerente é:
A
Exigir a transcrição completa do áudio antes de qualquer discussão.
B
Retomar o áudio com tarefas de escuta por objetivos.
C
Substituir o áudio por leitura silenciosa do diálogo.
D
Avaliar apenas a pronúncia individual de cada estudante.
Read the text below and answer question 45.
Language learning, like any other type of learning, is not a linear process and therefore cannot be deemed as predictable as some of these models of acquisition have hypothesized it to be. Minimal differences in initial conditions can cause very different results. Nevertheless, I consider that the previous attempts to explain SLA should not be disregarded because when they are put together they provide a broader view of the phenomenon. In this new perspective, a SLA model should be considered as a set of connections within a dynamic system that moves in the direction of the “edge of chaos” considered as a zone of creativity with the maximum potential for learning.
PAIVA, V. L. M. O. Second Language Acquisition: Reconciling Theories. Open Journal of Applied Sciences, 2013, 3, 404-412. Disponível em: http://dx.doi.org/10.4236/ ojapps.2013.37050.
According to Paiva (2013), despite extensive research in the field, the processes through which languages are learned remain not fully understood; consequently, it is difficult to dismiss theories of Second Language Acquisition, since many earlier explanatory models appear theoretically plausible. From this point of view, one can infer that second language teachers should
A
consider socioculturally oriented theories of second language acquisition, such as the communicative approach, as the sole legitimate frameworks for classroom practice.
B
acknowledge the interdependent roles of learners’ innate mental structures, emergent patterns of automatization, and peer interaction, since language is understood as a non-linear, dynamic system constituted by interrelated biocognitive, sociocultural, historical, and political dimensions.
C
avoid structuralist exercises, such as drills, in classroom activities, since language is not a static object but a dynamic system in constant motion.
D
emphasize the acquisition of syntactic structures, considering language is in constant evolution.
E
view language acquisition as a sequential process considering the gradual development of linguistic habits as integral components of teaching practice.
The integration of Generative Artificial Intelligence (AI) in English Language Teaching (ELT) has introduced the concept of "AI Literacy." In a pedagogical approach that seeks to move beyond the mere substitution of traditional tasks, a teacher encourages students to use AI to generate multiple versions of a technical abstract and then critically compare them for stylistic nuances and factual accuracy. According to the principles of digital literacies in the AI era, this practice primarily aims to:
A
Automate the writing process so that students no longer need to learn basic grammar rules.
B
Develop students’ critical evaluative skills and their ability to act as "human-in-the-loop" editors.
C
Ensure that all technical texts produced in the classroom are identical in tone and structure.
D
Replace the teacher's feedback with immediate, algorithm-based automated grading.
E
Restrict students' autonomy by forcing them to rely on machine-generated content for every task.
Em uma turma do 2º ano, a professora deseja iniciar o ensino de Língua Inglesa. Ela propõe rotinas curtas de sala (saudações, comandos simples, escuta) e pequenas interações em duplas. A coordenação pedagógica sugere “começar pela lista de verbos e regras do simple present para depois iniciar a conversar”. Considerando a organização do componente (ênfase na oralidade nos anos iniciais), a orientação mais adequada é:
A
Priorizar regras gramaticais antes das interações orais.
B
Manter atividades orais contextualizadas e recorrentes.
C
Focar na tradução de frases prontas para treino escrito.
D
Evitar momentos de fala para reduzir erros de pronúncia iniciais.
No contexto da abordagem comunicativa, conforme discutido por Larsen-Freeman (2004) em seu livro Techniques and Principles in Language Teaching, o papel do professor é o de facilitador e organizador das atividades de comunicação, enquanto o do aluno é o de ser
A
um participante que responde fisicamente a comandos verbais.
B
um comunicador que aprende através da interação direta na língua-alvo, sem tradução.
C
um receptor passivo de regras gramaticais e vocabulário, focando na tradução de textos.
D
um usuário da língua de forma comunicativa, participando de interações reais e significativas.
The Brazilian National Curriculum (BNCC) proposes that technology and digital skills should be:
A
taught as a separate subject.
B
focused on devices and software.
C
treated as a transversal competence.
D
used to replace traditional teaching methods.
E
addressed especially in extracurricular activities.
Era grande defensor do oralismo e opunha-se à língua gestual e às comunidades de surdos, uma vez que as considerava como um perigo para a sociedade. Foi professor de surdos em Londres e desenvolveu a metodologia denominada “fala visível”.
A descrição acima se refere a que figura importante para o ensino de surdos?
A
Sammuel Heinicke
B
Alexander Graham Bell
C
Jacob Rodrigues Pereira
D
Gerolama Cardami
E
Juan Pablo Bonet
Translation theory has evolved from a prescriptive view to a functionalist perspective. Mark the CORRECT alternative.
A
Equivalence in translation is an absolute mathematical relationship where every word in English must have one single and invariable corresponding term in Portuguese.
B
The concept of "Skopos", proposed by Reiss and Vermeer, suggests that the translation strategy should be determined primarily by the intended purpose and function of the target text.
C
The "loss" of meaning is strictly prohibited in professional translation, as a translator must always guarantee that 100% of the poetic rhythm and phonetic features are preserved.
D
Domesticating translation involves keeping all the foreign cultural references intact to force the reader of the target language to adapt only to the source culture's values.
Indicate whether each of the following statements about Critical Literacy made by Caetano in "But When Do I Do Critical Literacy?" is true (T) or false (F). () Since teachers understand the implications of their true role in the classroom, they can use Critical Literacy theories to promote discussions that lead to autonomy, political consciousness and active participation of their learners.
( ) When considering a local context of learning and subjects involved in the teaching and learning of a foreign language, the social changes that have occurred in the last years shall not be considered, because they have not significantly affected the profile of regular school students.
( ) The relations of domination, the hegemonies of power, the reproduction of privileges and the oppression must find − in the classroom − space for awareness, struggle, questioning and social transformation, mainly because it is more than clear that historical and cultural diversity occupies a significant place in the geopolitical scene nowadays.
( ) According to the Brazilian Curricular Guidelines for High School (OCEM), teachers of English as a second language do not need to address Critical Literacy in the planning of classes, in the preparation of materials and in all their methodological choices, through the exploration of relevant themes such as citizenship, diversity, equality, social justice and values, among others.
According to the statements, the correct sequence is:
A
T, F, T, T.
B
T, F, T, F.
C
T, T, F, F.
D
F, F, T, T.
E
F, T, F, F.
Situação hipotética: Um professor planeja uma aula focada em 'Skimming' e 'Scanning'. Assertiva: Essas são estratégias de compreensão escrita (reading skills) que visam, respectivamente, obter a ideia geral do texto e localizar informações específicas rapidamente.
C
Certo
E
Errado
An experienced English teacher in a Brazilian school observes that many students in his class can explain grammatical rules (such as the use of the present perfect) during a quiz, but struggle to use them correctly during spontaneous group debates.
Seeking to align her classroom with current SLA theories rather than early behaviorist or structuralist models, the pedagogical strategy she should implement is
A
resorting to audio-lingual drills, providing immediate error correction and massive repetition of correct models to ensure that students’ incorrect verbal responses are extinguished before they become bad habits.
B
adopting a non-interface approach, providing only comprehensible input through silent reading and listening, while forbidding students from speaking until they reach a natural state of readiness, as output is merely a result and not a cause of acquisition.
C
treating the students’ errors as evidence of learning in progress and utilize scaffolding or recasts during meaningful tasks, helping students move from declarative knowledge to proceduralization within their zone of proximal development.
D
focusing exclusively on structures, breaking the language down into discrete, finite building blocks and teaching them in a rigid, linear sequence regardless of the students’ social or communicative needs.
E
viewing the students’ first language as negative interference and implementing a strict English-only policy to overcome the habits of the mother tongue that are currently blocking the acquisition of new L2 behaviors.
Sobre a Abordagem Comunicativa (Communicative Language Teaching - CLT), amplamente discutida na formação de professores, é correto afirmar que:
A
O foco principal é a memorização de regras gramaticais e a tradução de textos clássicos para a língua materna.
B
O erro do aluno é visto como uma falha grave que deve ser punida e corrigida imediatamente para evitar a fossilização estrutural.
C
A língua é vista primordialmente como um instrumento de interação social, e o objetivo principal é o desenvolvimento da competência comunicativa.
D
O professor é o centro absoluto do processo, detentor exclusivo do conhecimento, enquanto o aluno atua como um receptor passivo de vocabulário
Read the seventh and eighth paragraph of the article and analyze the situation below.
You, an English teacher, want to use this part of the article to teach grammar in a more practical and interesting way. Considering the freer practice, choose the alternative that presents the best form of doing it.
A
Asking the students to complete some gaps in the text.
B
Asking the students to memorize the grammar structures that appear in the paragraph.
C
Making an objective test about this excerpt, with grammar questions that have only one correct answer.
D
Making a speaking activity about art galleries and pointing the students’ mistakes while they talk.
E
Asking the students to talk about their experience with art and pointing the students’ mistakes afterwards.
“In many Brazilian public universities, English instruction has historically prioritized the development of strategic reading abilities, enabling learners to extract relevant information from academic texts in their fields, rather than pursuing full oral fluency.” (Excerpt adapted from: Celani [1988]; Ramos [2005]. “Brazilian ESP tradition”)
The pedagogical orientation described aligns most closely with:
A
a task-based communicative syllabus emphasizing spoken interaction
B
a humanistic classroom centered on affective lowering of anxiety barriers
C
a grammar-translation model focused primarily on sentence-level accuracy
D
an ESP reading approach grounded in instrumental comprehension and genresensitive strategies
During grammar instruction, sentence organization may be analyzed according to informational focus and communicative emphasis in academic discourse.
Different syntactic structures allow speakers and writers to foreground or background participants involved in verbal processes. Considering information packaging strategies in English, identify the correct statement:
A
Passive constructions may intensify lexical cohesion through coordinated nominal patterns.
B
Passive constructions may organize modality through interrogative inversion structures.
C
Passive constructions may establish phonological prominence through rhythmic alternation.
D
Passive constructions may foreground the affected participant of an action.
E
Passive constructions may reinforce morphological agreement through adjectival dependency.
O ensino de Inglês Instrumental (ESP) foca nas necessidades específicas do aprendiz em sua área de atuação. Considerando os princípios do ESP, assinale a alternativa CORRETA.
A
Cursos de ESP são desenhados exclusivamente para alunos com nível avançado de proficiência geral.
B
O material didático de ESP deve priorizar textos autênticos ou simulados da área de especialidade do aluno.
C
O foco principal do ESP é a erradicação de erros gramaticais básicos antes de introduzir terminologia técnica.
D
A abordagem instrumental proíbe o uso da língua materna para tradução ou explicação de conceitos.
“Aprender a língua inglesa propicia a criação de novas formas de engajamento e participação dos alunos em um mundo social cada vez mais globalizado e plural, em que as fronteiras entre países e interesses pessoais, locais, regionais, nacionais e transnacionais estão cada vez mais difusas e contraditórias. Assim, o estudo da língua inglesa pode possibilitar a todos o acesso aos saberes linguísticos necessários para engajamento e participação, contribuindo para o agenciamento crítico dos estudantes e para o exercício da cidadania ativa, além de ampliar as possibilidades de interação e mobilidade, abrindo novos percursos de construção de conhecimentos e de continuidade nos estudos.”
BRASIL. Ministério da Educação. Base Nacional Comum Curricular: Educação é a base. Disponível em: <http://basenacionalcomum.mec.gov.br/images/BNCC_publicaca o.pdf>.
De acordo com o texto acima, é esse caráter formativo que inscreve a aprendizagem de inglês em:
A
Uma relação entre língua, território e cultura, na medida em que os falantes de inglês se encontram apenas nos países em que essa é a língua oficial.
B
Atender as perspectivas de compreensão de uma língua estrangeira moderna e constituir-se diversificada nos parâmetros curriculares internacionais.
C
Outras terminologias, mais recentemente propostas, que ainda provocam um intenso debate no campo, tais como inglês como língua internacional.
D
Status de língua franca, assim contextualizado por teóricos do campo em estudos recentes que explicam os usos da língua inglesa no mundo contemporâneo.
E
Uma perspectiva de educação linguística, consciente e crítica, na qual as dimensões pedagógicas e políticas estão intrinsecamente ligadas.
Based on the information in the text, what can be inferred about the role of technology in English-language teaching?
A
Schools should replace textbooks entirely with digital tools.
B
Technology automatically improves student performance regardless of context.
C
Teachers should avoid using technology unless they have perfect internet access.
D
Technology is more important than pedagogy in determining learning outcomes.
E
Technology is helpful, but its effectiveness depends on how teachers implement it.
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