Seu próximo nível começa aqui
Com a Assinatura Ilimitada, você tem tudo que precisa para sua aprovação.
Com a Assinatura Ilimitada, você combina prática, teoria e método em uma única assinatura com tudo que você precisa para sua aprovação.
- Gran Questões
- Disciplinas
- Língua Inglesa
- Língua Inglesa e Educação
Questões de Concurso sobre Língua Inglesa e Educação
Disciplina
1
Assunto
1
Banca
Instituição
Cargo
Ano
Carreira
Área de formação
Escolaridade
Dificuldade
Comentários:
Professores
Alunos
Meus Comentários
Vídeo
Minhas questões:
Resolvidas
Não resolvidas
Certas
Erradas
Tipo de questão:
Certo e errado
Múltipla escolha
Incluir questões:
Anuladas
Desatualizadas
Questões:
Todas as questões
Filtro simplificado
Questões
Todas as questões
2.494
questões
encontradas
20
Mais recentes
Teachers in the history of language learning and teaching have faced several methods that have been employed to the course of language teaching and learning, among them, we have faced Communicative Language Teaching (CLT).
Choose the CORRECT item that points the basic premises of this approach.
A
It focuses on all the components of communicative competence, including grammatical or linguistic competence; engages learner in the programmatic, functional use of language for meaningless purposes; views fluency and accuracy as complementary principles underpinning communicative techniques; and uses the language in rehearsed contexts.
B
It focuses on all the components of communicative competence, not only grammatical or linguistic competence; engages learner in the programmatic, functional use of language for meaningful purposes; views fluency and accuracy as complementary principles underpinning communicative techniques; and uses the language in unrehearsed contexts.
C
It focuses on all the components of communicative competence, including grammatical or linguistic competence; engages learner in the programmatic, functional use of language for meaningful purposes; views fluency as the most important principle underpinning communicative techniques; and uses the language in unrehearsed contexts.
D
It focuses on all the components of communicative competence, not only grammatical or linguistic competence; engages learner in the programmatic, functional use of language for meaningful purposes, having drills as a main technique; views fluency and accuracy as complementary principles underpinning communicative techniques; and uses the language in unrehearsed contexts.
E
It focuses on all the components of communicative competence, not only grammatical or linguistic competence; engages learner in the programmatic, functional use of language for meaningful purposes; views fluency and accuracy as complementary principles underpinning communicative techniques following the native speakers’ pronunciation as a model; and uses the language in unrehearsed contexts.
O método de ensino de Inglês que está alinhado com a teoria de aquisição de linguagem proposta por Skinner, na qual a aprendizagem está relacionada ao comportamento humano, é:
A
Suggestopedia
B
The Direct Method
C
Total Physical Response
D
The Audio-Lingual Method
Rose, D. & Martin, J. (2012) have contributed to what is known as a genre approach to literacy development. According to them, genres are generic categories of written forms. The term is commonly used in literary circles to refer to the major genres of poetry, prose and drama. In relation to literacy studies, genres are broadened substantially, so as to include such generic forms as narratives, descriptions, information reports and procedural texts.
According to the authors, it is CORRECT to point that:
A
A genre approach recognizes that individuals progressively learn different forms of writing (e.g. stories, letters, recipes, etc) over time; each form of writing reflects particular language convention and purposes; each form/ genre helps us achieve different social and learning practices; as a result, there is no “single” literacy but a progressive literacy; and each “text” involves three plans: field (the content of the message); mode (the form used to convey that message); and tenor (the way the message is conveyed to achieve an aim with an audience).
B
A genre approach recognizes that individuals progressively learn different forms of listening (e.g. stories, letters, recipes, etc) over time; each form of listening reflects particular language convention and purposes; each form/genre helps us achieve different social and learning practices; as a result, there is no “single” literacy but a progressive literacy; and each “text” involves three plans: field (the content of the message); mode (the form used to convey that message); and tenor (the way the message is conveyed to achieve an aim with an audience).
C
A genre approach recognizes that individuals progressively learn different forms of writing (e.g. stories, letters, recipes, etc) over time; each form of listening reflects particular language convention and purposes; each form/ genre helps us achieve different social and learning practices; as a result, there is no “single” literacy but a progressive literacy; and each “text” involves two plans: field (the content of the message); and mode (the form used to convey that message);
D
A genre approach recognizes that individuals progressively learn different forms of writing (e.g. stories, letters, recipes, etc) over time; each form of listening reflects particular language convention and purposes; each form/ genre helps us achieve different social and learning practices; as a result, there is no “single” literacy but a progressive literacy; and each “text” involves two plans: field (the content of the message); and tenor (the way the message is conveyed to achieve an aim with an audience).
E
A genre approach recognizes that individuals progressively learn different forms of listening (e.g. stories, letters, recipes, etc) over time; each form of listening reflects particular language convention and purposes; each form/genre helps us achieve different social and learning practices; as a result, there is no “single” literacy but a progressive literacy; and each “text” involves two plans: mode (the form used to convey that message); and tenor (the way the message is conveyed to achieve an aim with an audience).
Read the quote about error to get familiarized with the topic.
“Mistakes are often divided into errors and slips. Errors happen when learners try to say something that is beyond their current level of language processing. Usually, learners cannot correct errors themselves because they don’t understand what is wrong. Errors play a necessary and important part in language learning. Slips are the result of tiredness, worry or other temporary emotions or circumstances. These kinds of mistakes can be corrected by learners once they realize they have made them.”
(SPRATT; PULLVERNESS; WILLIAMS, 2005, p. 44)
Judge the items below as (T) True or (F) False.
1. There are two main reasons why learners make errors. The first reason is influence from the learner’s first language (L1) on the second language. This is called interference or transfer. Learners may use sound patterns, lexis or grammatical structures from their own language in English. The second reason is because they are unconsciously working out or organizing language, but this process is not yet complete. This kind of error is called a developmental error.
2. Errors in which learners wrongly apply a rule for one item of the language to another item are known as overgeneralization, and as a second language learners’ language ability increases, these kinds of errors also reduce.
3. Errors are part of learner’s interlanguage, which develops and progresses as they learn more. Experts think that interlanguage is an essential and unavoidable stage in language learning. In other words, interlanguage and errors are necessary to language learning.
4. Errors are a natural part of learning. They usually show that learners are learning and that their internal mental processes are working on experimenting with language.
5. Sometimes errors do not disappear, but get fossilized. These fossilized errors may be the result of lack of exposure to the second language and/or of a learner’s lack of motivation to improve their level of accuracy.
Choose the CORRECT sequence.
A
T – T – T – T – F
B
T – F – F – T – T
C
T – T – F – F – T
D
T – T – T – T – T
E
T – F – T – T – F
The excerpt describes stages of presentation of new language consistent with the
A
grammar translation method.
B
ARC approach.
C
social interactionist technique.
D
PPP model.
E
silent way.
A teoria da aprendizagem significativa de Ausubel ressalta a importância da ancoragem de novos conhecimentos em estruturas cognitivas preexistentes. Para esse autor, compreender os mecanismos de internalização dispensa uma análise das relações entre experiência e conhecimento prévio na prática pedagógica.
C
Certo
E
Errado
A pedagogia de John Dewey, inspirada na aprendizagem pela experiência, busca uma educação voltada para a resolução de problemas fictícios, distantes da realidade dos educandos e pouco contextualizados.
C
Certo
E
Errado
As abordagens da avaliação autêntica buscam mensurar o aprendizado por meio de tarefas contextualizadas e aplicáveis à vida real.
C
Certo
E
Errado
A perspectiva da teoria das inteligências múltiplas de Gardner, que reconhece diferentes formas de inteligência, defende que o aluno possui um papel de protagonista na sala de aula e, portanto, se um conhecimento ou objetivo de aprendizado não despertar interesse entre os discentes, ele deve necessariamente ser retirado do currículo.
C
Certo
E
Errado
A abordagem da avaliação por competências propõe uma análise holística das habilidades e conhecimentos adquiridos pelos estudantes. Aprofundar-se nessa perspectiva demanda uma compreensão refinada das estratégias de mapeamento de competências, bem como a articulação entre avaliação e desenvolvimento de habilidades ao longo do processo educacional.
C
Certo
E
Errado
Gerar simulado