Questões de Concurso

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  As a linguist, I understand that language shifts and changes. The voiced z sound of houses is being replaced by an unvoiced s sound. The abbreviation A.I. has become a verb, as in “He A.I.ed it.” Neologisms abound, and new words often make us think of things in new ways.

  But I don’t adopt all of the changes. I still say houses with a z. I avoid some new words that seem too flash-in-the-pan (like cheugy and delulu). By the time I might begin using them, they are probably already on their way out. Some bits of neology, I used ironically at first, but soon found myself adopting as part of my everyday vocabulary, and dropped them. Still, there are some usages that I can’t quite bring myself to embrace.

  One is iconic. Everywhere I turn, I hear something described as the most iconic: movies, songs, sports figures, fictional characters, vehicles, photographs. Iconic has shifted to mean “famous.” My experience with the word comes from the semiotic triad of icon, index, and symbol, three of the 66 categories of signs proposed by the philosopher Charles Sanders Peirce. For me, icons are visual representations: they resemble something. Dictionaries have now added definitions like “widely recognized and well-established” or “widely known and acknowledged especially for distinctive excellence.” Iconic has widened its meaning, but I haven’t come along.

(Edwin L. Battistella. https://blog.oup.com/2025/01/ some-barely-iconic-epic-usages/. Adaptado)

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  It has taken many years to bring the language teaching profession around to realizing the importance of listening in second and foreign language learning. As observed by Rivers, long an advocate for listening comprehension, “Speaking does not of itself constitute communication unless what is said is comprehended by another person”. Teaching the comprehension of spoken speech is therefore of primary importance if the communication aim is to be reached” (1966, pp. 196, 204). The reasons for the nearly total neglect of listening are difficult to assess, but as Morley notes, “Perhaps an assumption that listening is a reflex, a little like breathing - listening seldom receives overt teaching attention in one’s native language - has masked the importance and complexity of listening with understanding in a non-native language” (1972, p. vii).

  In reality, listening is used far more than any other single language skill in normal daily life. On average, we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write.

(Joan Morley,. In: Marianne Celce-Murcia, (Ed.). Teaching English as a

second or foreign language. Boston: Heinle&Heinle-Thomson, 2001. Adaptado)

Read the text to answer question.

  It has taken many years to bring the language teaching profession around to realizing the importance of listening in second and foreign language learning. As observed by Rivers, long an advocate for listening comprehension, “Speaking does not of itself constitute communication unless what is said is comprehended by another person”. Teaching the comprehension of spoken speech is therefore of primary importance if the communication aim is to be reached” (1966, pp. 196, 204). The reasons for the nearly total neglect of listening are difficult to assess, but as Morley notes, “Perhaps an assumption that listening is a reflex, a little like breathing - listening seldom receives overt teaching attention in one’s native language - has masked the importance and complexity of listening with understanding in a non-native language” (1972, p. vii).

  In reality, listening is used far more than any other single language skill in normal daily life. On average, we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write.

(Joan Morley,. In: Marianne Celce-Murcia, (Ed.). Teaching English as a

second or foreign language. Boston: Heinle&Heinle-Thomson, 2001. Adaptado)

Read the text to answer question.

  It has taken many years to bring the language teaching profession around to realizing the importance of listening in second and foreign language learning. As observed by Rivers, long an advocate for listening comprehension, “Speaking does not of itself constitute communication unless what is said is comprehended by another person”. Teaching the comprehension of spoken speech is therefore of primary importance if the communication aim is to be reached” (1966, pp. 196, 204). The reasons for the nearly total neglect of listening are difficult to assess, but as Morley notes, “Perhaps an assumption that listening is a reflex, a little like breathing - listening seldom receives overt teaching attention in one’s native language - has masked the importance and complexity of listening with understanding in a non-native language” (1972, p. vii).

  In reality, listening is used far more than any other single language skill in normal daily life. On average, we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write.

(Joan Morley,. In: Marianne Celce-Murcia, (Ed.). Teaching English as a

second or foreign language. Boston: Heinle&Heinle-Thomson, 2001. Adaptado)

Read the text to answer question.

  It has taken many years to bring the language teaching profession around to realizing the importance of listening in second and foreign language learning. As observed by Rivers, long an advocate for listening comprehension, “Speaking does not of itself constitute communication unless what is said is comprehended by another person”. Teaching the comprehension of spoken speech is therefore of primary importance if the communication aim is to be reached” (1966, pp. 196, 204). The reasons for the nearly total neglect of listening are difficult to assess, but as Morley notes, “Perhaps an assumption that listening is a reflex, a little like breathing - listening seldom receives overt teaching attention in one’s native language - has masked the importance and complexity of listening with understanding in a non-native language” (1972, p. vii).

  In reality, listening is used far more than any other single language skill in normal daily life. On average, we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write.

(Joan Morley,. In: Marianne Celce-Murcia, (Ed.). Teaching English as a

second or foreign language. Boston: Heinle&Heinle-Thomson, 2001. Adaptado)