Questões de Concurso

Scholars from various theoretical backgrounds have continuously defined and redefined genre from different perspectives. Chouliaraki and Fairclough (1999, p.21, apud Meuer,2013, p.151) investigate the concept of language use within society, emphasizing that the relationship between language and society is not unilateral but dialectical. From this perspective, the analysis of social practices offers the advantage of providing a nexus between abstract structures and their operative mechanisms, thus reconciling the divide between “society” and the lived experiences of individuals.

Genres, according to what is being appointed above, are defined according to their

There are two statements below an assertion (A) and a reason (R) about English for Specific Purposes. Mark the correct answer about them.

Assertion (A)

When designing an English for Specific Purposes (ESP) course, the first stage is to carry out a rigorous needs analysis of the target situation and only after that the organizational patterns in specific texts should be identified to specify the linguistics means by which they are signaled. After adding such patterns to specific register and lexical components, the course design is ready. Thus, there are just these three stages in ESP for Hutchinson and Waters (1987).

Reason (R)

Using the analogy of a tree, Hutchinson and Waters (1987) defined ESP as a language product whose root is English Language Teaching (ELT) and branches are English for Academic Purposes (EAP) and English for Occupational Purposes (EOP). Thus, the main point of ESP is to teach specialized vocabulary.

In The Postmethod Condition: (E)merging Strategies for Second/Foreign Language Teaching, Kumaravadivelu (1994) states that a widespread dissatisfaction with the conventional concept of method has produced what the author calls the “postmethod condition”, a reformulation that can potentially reshape the character and content of L2 (second language) teaching, teacher education, and classroom research. In this context, fostering language awareness consists in one out of ten macro strategies proposed by the author in a strategic framework for L2 teaching in the postmethod era. Regarding the concept of language awareness proposed by the author, it is correct to say that:

Read the following text to answer the question bellow:

Literacy involves having the wherewithal to base one’s interpretive and creative decisions on one’s personal purposes, one’s understanding of the medium one is working with, and the conditions of possibility of reception, acceptance, or rejection by others. The importance of the medium translates into a number of pedagogical goals for language and literacy education:

• To develop learners’ ability to reflect on relationships between language forms and their material contexts.
• To make learners aware of how those relationships change over time and through different mediums and different cultures of reading (i.e., to make learners aware of the historical precedents that have helped shape the communication technologies they use).
• To develop learners’ ability to analyze mediums to identify their ideological (or commercial) underpinnings, and to be aware of how mediums can be used to manipulate consumers and citizens, and to resist such manipulation. To accomplish these goals, teachers should engage learners with questions about how the new media born of the digital age relate to ‘old’ media, and perhaps even ancient media, to allow them to discover what aspects of literacy have remained relatively constant, which have changed, and what the significance of those changes might be.
KERN, Richard. Language, literacy, and technology. Cambridge University Press,2019.

Based on the text, which of the following best describes the pedagogical goals for language and literacy education in the context of media?

KUMARAVADIVELU, B. (1994, p.28-29) points out three important categories of language teaching method: language-centered, learnercentered and learning-centered. Although, from the practitioner’s point of view, none of these methods can be realized in their purest form in the actual classroom, the sample below can be classified as follow:

Introductory classroom Young EFL learners in an English language school. Teacher starts the class asking a strong learner, ‘Enzo, how are you?’ The learner responds, ‘Fine, how are you?’. The teacher continues, asking different learners, who respond in turn: Teacher: Sophia, how are you? Student: Fine, how are you? Teacher: Francisco, how are you? Student: Fine, how are you? Teacher: Valentina, how are you? Student: Fine, how are you? If a learner struggles to produce the response, the teacher demonstrates the correct utterance by first mouthing the syllables and then saying them aloud if necessary. The teacher corrects pronunciation, particularly emphasizing the /h/ sound in ‘how’ by breathing on her/his hand as if using a mirror, and drills the prompts with the students. The activity continues until every learner has been asked and has provided the correct response.