Questões de Concurso

Within the paradigm of English as a Lingua Franca (ELF), Jennifer Jenkins (2000) argues that successful communication relies on mutual intelligibility rather than conformity to native-speaker norms. Based on this perspective, which pedagogical practice is the most appropriate for teaching listening and speaking? 

Skehan (1998) argues that not every classroom activity can be considered a task. According to his definition, which of the following best describes a task in TaskBased Language Teaching (TBLT)? 

According to Leffa and Irala (2014), the historical evolution of additional language teaching can be understood through three major shifts in how language is conceptualized. Over time, pedagogical practices have shifted their primary focus, transitioning from abstract formal structures to communicative purposes, and ultimately to the socio-political role of discourse in society.

Associate the three language teaching emphases listed in the first column with their corresponding descriptions or classroom examples in the second column.

(1) Emphasis on the system
(2) Emphasis on the function
(3) Emphasis on ideology

( ) Language is viewed as a list of lexical units and syntactic rules used to form sentences, focusing primarily on translation and decontextualized grammatical structures.
( ) Language is understood as a way of acting upon the world to achieve specific goals, with pedagogical practices focusing on communicative actions and competencies.
( ) Language is seen as an instrument of social action that constitutes the subject, serving either to reproduce inequality or to promote social change and critical reflection.
( ) Classroom activities engage students in memorizing vocabulary lists, conjugating verbs in isolation, and completing fill-in-the-blank exercises.
( ) Classroom activities focus on specific communicative objectives such as introducing oneself, asking for help, or refusing an invitation.  

Choose the alternative that presents the correct sequence from top to bottom.  

During pronunciation activities, a teacher asks students to notice sound contrasts, plural endings, word stress and rhythm in spoken English. Considering basic principles of English phonetics and phonology, mark T for true and F for false.
(__)The contrast between ship and sheep shows that a change in a vowel sound may distinguish word meaning in English.
(__)The plural ending written as -s may be pronounced differently depending on the final sound of the noun, as in cats, dogs and buses.
(__)Stress placement can contribute to differences in pronunciation between some nouns and verbs, as in certain uses of record.
(__)English rhythm is based on giving approximately equal duration and prominence to every syllable in an utterance.
After analyzing the statements, choose the alternative that presents the correct sequence from top to bottom. 

Instead of teaching the verb make as an isolated vocabulary item, a teacher works with expressions found in authentic texts, such as make a decision, make a mistake, make progress and make an effort. Students later classify the combinations and use them in short dialogues. From a lexical approach perspective, this practice is appropriate because: