Questões de Inglês

Read the following excerpt and answer questions 53, 54 and 55: Whereas General English Language teaching tends to set out from point A toward an often pretty indeterminate destination, setting sail through largely uncharted waters, ESP aims to speed learners through to a known destination. The emphasis in ESP on going from A to B in the most time- and energy-efficient manner can lead to the view that ESP is an essentially practical endeavor. Nevertheless, within ESP there are proposals and counterproposals, arguments and counterarguments about the nature of the destination (views of what is meant by knowing a language for special purposes) and the best way of getting there (views of learning and teaching). Thus, although practical in orientation, ESP, like any other language teaching enterprise, is based on ideas about the nature of language, learning, and teaching. Source: BASTURKMEN, Helen. Ideas and options in English for specific purposes. Mahwah: Lawrence Erlbaum Associates, Inc., Publishers, 2006. p. 9 Figurative language has certain effects on writing as it adds color and interest to the text, and it can awaken the reader's imagination by creating images in the mind of a reader or a listener. Choose the alternative below which contains an example of figurative language from the excerpt:

English for Specific Purposes teaching often takes, as a point of departure, the analysis and description of language systems. Basturkmen (2006) examines three language

systems evident in ESP teaching and research – grammatical structures, core vocabulary, and patterns of text organization. According to her view and analysis, choose the CORRECT alternative.

English for Business Purposes (or Business English) is an area of great activity and growth in ESP. Considering what was postulated by Dudley-Evans & St John (1998), which of the following alternatives DOESN'T present a characteristic of Business English:

Analyze the following statements about evaluation methods in ESP. Consider the information provided according to its correctness, and then choose the CORRECT alternative. I. Questionnaires are generally more wide ranging than checklists and, as they are used for quantitative information, they need careful construction. II. Analysis of authentic spoken and written texts, and structured interviews are useful methods for evaluation. III. Record keeping includes teacher records of what actually happened in lessons.

According to the text, assessment is useful

Consider the following information about needs analysis regarding its correctness. Then, choose the CORRECT alternative. I. Needs analysis can be seen as the corner stone of ESP and it can lead to a very focused course. II. The concept of needs analysis hasn't changed since the 1960's. III. Teachers should study available literature before conducting needs analysis because the information obtained from clients or students will only be as good as the questions asked and the analysis of the answers.

Read the following excerpt and answer questions 53, 54 and 55: Whereas General English Language teaching tends to set out from point A toward an often pretty indeterminate destination, setting sail through largely uncharted waters, ESP aims to speed learners through to a known destination. The emphasis in ESP on going from A to B in the most time- and energy-efficient manner can lead to the view that ESP is an essentially practical endeavor. Nevertheless, within ESP there are proposals and

counterproposals, arguments and counterarguments about the nature of the destination (views of what is meant by knowing a language for special purposes) and the best way of getting there (views of learning and teaching). Thus, although practical in orientation, ESP, like any other language teaching enterprise, is based on ideas about the nature of language, learning, and teaching. Source: BASTURKMEN, Helen. Ideas and options in English for specific purposes. Mahwah: Lawrence Erlbaum Associates, Inc., Publishers, 2006. p. 9 According to Basturkmen, ESP

Basturkmen (2006) presents four macrostrategies used in teaching. She also points out that the term macrostrategy was coined by Stern (1992) to refer to an overriding methodological principle covering a wide variety of classroom techniques and procedures at the planned level of teaching. Consider the information provided below according to its correctness, and choose the CORRECT alternative. I. There are Input-based strategies and Output-based strategies. II. In a predominantly output strategy, students are provided with input as the basis for production and then are required to perform tasks. III. In a predominantly input strategy, students are primarily provided with language input inasmuch as exposure to it is understood to promote learning.

Dudley-Evans & St John (1998), after examining a few definitions of ESP from a few different authors, postulate their own definition of English for Specific Purposes using the concepts of absolute characteristics and variable characteristics. Which of the following alternatives presents an absolute characteristic for them?

Regarding ESP evaluation, it's CORRECT to state that:

All the following alternatives present objectives in teaching English for Specific Purposes postulated by Basturkmen (2006), EXCEPT:

Tracing and interpreting rhetorical organization is a way of looking at the context rather than at the functional value of utterances. Although the reader does not consciously think about rhetorical organization in normal circumstances, it is desirable to be able to trace it if necessary. In order to make students aware of the significance of rhetorical organization, it's probably easier to begin with the organization of paragraphs into texts. Which of the following alternatives presents a suggested activity for group work in order to practice the organization of paragraphs into texts?

Nuttall (2005) states that understanding a text involves understanding different kinds of meaning at the same time, and that there are at least four levels of meanings: conceptual, propositional, contextual, and pragmatic meaning. Consider the information provided below according to its correctness, and choose the CORRECT alternative. I. Concepts, or notions, can be found at any level. Every lexical item embodies a concept, sometimes simple, sometimes complex. II. Propositional meaning is the same as signification or plain sense. It is the meaning a clause or sentence can have even if it is not being used in a context, but it is just standing on its own. III. Pragmatic meaning is easily distinguished from contextual meaning, because it represents the meaning a sentence has only as part of the interaction between writer and reader.

Concerning reading and reading comprehension, it's CORRECT to state that:

Regarding the interpretation of discourse markers in ESP, analyze the information provided below and choose the CORRECT alternative. I. Then, first, at once are signals of the sequence of events. II. To resume, that is to say, for example are signals of discourse organization. III. In this respect, in that connection, concerning this are signals of the writer's point of view.

Here you have a partial view of a tree that represents some of the common divisions made in English Language Teaching as it was provided by Hutchinson & Waters (1987).

In this representation, the ESP branch divides itself into three other branches making it possible to distinguish ESP courses by the general nature of the learner's specialism. One of these three large categories is:

After having conducted needs analysis, the ESP teacher has to decide which classroom activities are most suitable for the language learners

The main purpose of this text is to

According to this text, choose the INCORRECT alternative:

Some features of a text are known to cause difficulties to the reader. Regarding cohesive devices and discourse markers all the following alternatives are true, EXCEPT:

According to Kumaravadivelu (1994, p. 36) teachers can assist their learners' adequate grammar construction best by designing classroom activities "in such a way as to give free play to those creative principles that humans bring to the process of language learning . . . [and] create a rich linguistic environment for the intuitive heuristics that the normal human being automatically possesses" (Macintyre, 1970, p. 108). The alternative that presents an activity to activate intuitive heuristics for grammar learning is

Regarding the interpretation of lexical cohesion in ESP, a reader may find it more difficult to understand a text when a writer uses different words to refer to one and the same thing. All the following are examples of these choices of use, EXCEPT:

“There have been many studies of group work and the interaction between learners in pairs in classrooms or in simulated classroom contexts”. (Lightbown 2000, p. 439) Among other results, this research has shown that these learners can

According to the text, all the following alternatives are correct, EXCEPT:

“I don’t know”; “I don’t understand”; “I don’t want ___”; “Can I have __?”; “What’s your name?”, “I’m very sorry”; “No thank you”; “How much does ___ cost?”. The sentences above exemplify __________ expressions.

According to Hutchinson & Waters (1987) understanding of ESP main characteristics and developments, consider the following information regarding its correcteness, and choose the CORRECT alternative. I. ESP must be seen as an approach to language teaching not as any particular language product. II. ESP can be seen as an approach to language learning, which is based on learner need. III. ESP is an approach to language teaching in which all the decisions as to content and method are based on the learner's reason for learning.

“Norris and Ortega (2000) distinguished four types of measurement: meta-linguistic judgment (e.g., a grammaticality judgment test); selected response (e.g., multiple choice); constrained constructed response (e.g., gap-filling exercises); free constructed response (e.g., a communicative task)” (Ellis 2008, p. 5). According to Ellis’s Principle 10 that refers to assessing second language proficiency, it is important to measure learners’ proficiency through

Read the following excerpt and answer questions 53, 54 and 55: Whereas General English Language teaching tends to set out from point A toward an often pretty indeterminate destination, setting sail through largely uncharted waters, ESP aims to speed learners through to a known destination. The emphasis in ESP on going from A to B in the most time- and energy-efficient manner can lead to the view that ESP is an essentially practical endeavor. Nevertheless, within ESP there are proposals and counterproposals, arguments and counterarguments about the nature of the destination (views of what is meant by knowing a language for special purposes) and the best way of getting there (views of learning and teaching). Thus, although practical in orientation, ESP, like any other language teaching enterprise, is based on ideas about the nature of language, learning, and teaching. Source: BASTURKMEN, Helen. Ideas and options in English for specific purposes. Mahwah: Lawrence Erlbaum Associates, Inc., Publishers, 2006. p. 9 Conjunctions are used for the purpose of connecting. If used properly, they can improve almost any type of writing. Some of them, like whereas, have a number of meanings. Analyze the use of whereas in the example below and choose the INCORRECT alternative. Whereas General English Language teaching tends to set out from point A toward an often pretty indeterminate destination, (...), ESP aims to speed learners through to a known destination.

Na organização de Dias e Cristóvão (2009), O livro didático de língua estrangeira, Magno e Silva contribui com um capítulo, no qual investiga se os livros didáticos tolhem ou contribuem para o desenvolvimento da autonomia. Segundo essa autora, para fomentar comportamentos autônomos em sala de aula, quanto à relação: livro didático – autonomia, é preciso

From this text, one CANNOT infer that