Questões de Concurso

“The main difference between classroom assessment and large-scale educational assessment is the context of the classroom. The learners are there as learners, and the teacher is there to engage with the learners in the learning process. This is true irrespective of whether the teacher is viewed as a facilitator, an imparter of knowledge, an expert interlocutor, or whatever other model one may choose to use.” (Fulcher; Davidson, 2007, p.24).

In Language Testing and Assessment: An advanced resource book, Fulcher and Davidson (2007) state that there are important differences between largescale testing and classroom assessment, although the latter usually benefits from concepts presented in studies related to the former. Based on such divergence, it is correct to say that:

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:

Brazilian learners often base their pronunciation on spelling. This tendency is understandable, given that Portuguese pronunciation closely aligns with its orthography, making it easier to transfer these habits to the acquisition of a second language. Nonetheless, it is crucial to recognize pronunciation as a vital component of effective communication, demanding clarity and comprehensibility. In order to foment that habit, educators may use the International Phonetic Alphabet (IPA), which provides symbols that accurately represent the standard sounds produced during speech. Integrating the IPA to various pedagogical approaches can significantly enhance students’ pronunciation skills. According to IPA transcriptions quoted by Swan (2005, p.xxx), the words house, occasion, cheap, with, think are pronounced as follows:

Language teaching has been characterized by several methods and approaches which were popular at some point and declined over the years. There are many elements when it comes to teaching a foreign language from theory of language to roles of materials. Which of the following describes a language teaching based mainly on grammar teaching and courses segmented into separate language skills with preoccupation with rules as described in Brown (2007)?