Questões de Inglês — IF-SP 2014

According to the text, assessment is useful

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

Todo gênero tem características indissociáveis, que exclui a/o

Opinion-gap activities have a limitation attributed to its

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:

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.

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.

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.

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?

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?

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.

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

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.

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.

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:

According to this text, choose the INCORRECT alternative:

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

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:

“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

“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

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

Para que os alunos sejam capazes de obter uma compreensão inferencial do texto, é preciso desenvolver, entre outras, atividades do tipo

Basturkmen (2006) examines links between theories about language learning and ESP. She analyses two ideas about conditions needed for language learning and how these ideas are reflected in ESP teaching and research. According to her observations on the matter, consider the information provided below regarding its correctness, and choose the CORRECT alternative. I. The ideas that the author examines are acculturation and input and interaction. II. Acculturation is based on social interactions and is premised on the idea that ESP learners need to be in close proximity or contact with their target discourse communities. III. The provision of sufficient linguistic input is the only prerequisite the author considers for language learning.

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

“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 the text, all the following alternatives are correct, EXCEPT:

From this text, one CANNOT infer that

“As dúvidas dos alunos são respondidas pelos colegas e deixam de ser responsabilidade exclusiva do professor. Da mesma forma, o professor não é o único a sugerir fontes de informação ou a indicar tarefas. Há uma troca entre os aprendizes e o professor também aprende com seus alunos.” (Paiva 2001, p. 272). Outras vantagens do ensino virtual frente à sala de aula tradicional são

Sometimes a sentence is not understood by the reader although the vocabulary is known. This may happen because the sentence is difficult to unravel syntactically. There are a number of reasons why a sentence may be difficult to understand such as the use of complex noun groups, nominalizations, participial phrases, and subordination. Considering these examples, all the following alternatives are correct, EXCEPT:

According to the text, students can

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.

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.

Variation is an important concept when learning a second/foreign language. Formality x informality; spoken x written language; impersonal x tactful x familiar styles; literary or elevated language, and geographical x national varieties are all types of language variation. The correspondence between type of variation = example is CORRECT in alternative 30

In teaching reading, research has contributed to identify that bottom-up procedures can help learners enhance their top- down text processing skills. A framework for teaching reading in three phases – pre-reading, during-reading and after- reading – is the basis for developing reading skills as part of the second/foreign language learning process. Typical activities in the pre-reading phase DO NOT include

According to Prabhu (1987), the use of the mother tongue in task-based reasoning-gap activities is

According to Kumaravadivelu (1994), teachers should follow 10 principles from his strategic framework that includes, among them, maximizing learning opportunities and activating intuitive heuristics. About maximizing learning opportunities, it is CORRECT to state that

“Adults and adolescents can ‘acquire’ a second language” (Lightbown 2000, p. 439). In the sentence above, the word acquire is used to refer to

Interlanguage and developmental sequences are fundamental to understand second/foreign language learning. Teachers should understand these concepts because they can provide a lot of information on learners’ progress. To gather accurate information on progress requires that teachers pay attention to their learners’

As expressões ‘feel free’, ‘make a cup of coffee’, ‘do the homework’, ‘draw up a contract’, ‘set a price’ e ‘conduct negotiations’ são exemplos de

“Aprendemos a moldar nossa fala às formas do gênero e, ao ouvir a fala do outro, sabemos de imediato ... a dada estrutura composicional prever-lhe o fim, ou seja, desde o início, somos sensíveis ao todo discursivo ... Se não existissem os gêneros do discurso e se não os dominássemos, se tivéssemos que criá-los pela primeira vez, no processo da fala, se tivéssemos de construir cada um de nossos enunciados, a comunicação verbal seria quase impossível.”

(Bakhtin 1992, apud Koch e Elias 2006, p. 105-106). Esse trecho implica a existência de uma competência

About the uses of the present perfect, it is INCORRECT to say that it is used to express actions of

Ellis (2008) discusses ten principles that should guide teachers to promote “instructed second language acquisition”. He also provides teaching suggestions for each of the ten principles. This is one of his suggestions: “Ensure that learners are developmentally ready to acquire a specific target feature. However, this is probably impractical as teachers have no easy way of determining what individual students know. It would necessitate a highly individualized approach to cater to differences in developmental level among the students” (p. 3). This suggestion is given to put principle __________ into practice

Para algumas pessoas “o papel do livro didático é magistral... É usado frequentemente como um programa de ensino: o que está no livro é ensino; o que não está, não é nem ensinado nem testado” (Higgins 1988, p. 62). Tal compreensão do livro didático está ultrapassada porque hoje seu papel é o de 23

English makes a distinction between major and minor word-classes. The alternative in which the correspondence between words and word class is INCORRECT is

Listening is made difficult given the characteristics of spoken language. Of the many traits that have been identified as affecting the processing of speech, learners initially attribute their comprehension difficulties to the

A syllabus has roles NOT associated to that of a/an

“Although the purpose of such [pedagogic] framework is to help teachers become autonomous decision makers, it should, without denying the value of individual autonomy, provide adequate conceptual underpinnings based on current theoretical, empirical, and pedagogic insights so that their teaching act may come about in a principled fashion”. (Kumaravadivelu 1994, p.31) When the author mentions principled fashion, he is referring to

According to Lightbown, already in 1985 it was possible to identify the beginning of a divide in SLA research – those who focused on theoretical issues and those whose interest rested on answering pedagogical questions. Yet, in spite of different specific goals, SLA researchers share some common goals (Lightbown 2000, p. 437-438). The unifying goals in those researchers’ agenda aim to identify and better understand the issues below, EXCEPT

According to Ellis (2008, p. 2) “in the view of most researchers, competence in a second language is primarily a matter of implicit knowledge”. Implicit knowledge has these specific characteristics, EXCEPT

According to Songhori, “like any other model/approach, however, Munby’s model is not without its critics ... West (1994: 9- 10) mentions the shortcomings of the Munby’s model in terms of four headings” (2008, p. 8). Among the limitations of Munby’s model, ______ is NOT one of them.

According to Songhori (2008) the different approaches to investigating needs include - target situation, strategy or learning needs, present situation, deficiency, means, register, discourse, and genre analyses. He refers to Dudley-Evans and St. John’s (1998) model “which encompasses all the above-mentioned approaches” (Songhori, 2008, p. 20) and includes analyses of the environmental situation; personal information about learners; language information about learners; learner's lacks; learner's needs from course; language learning needs; professional information about learners; how to communicate in the target situation (Songhori, 2008, p. 21). Select the alternative with the CORRECT correspondence between Songhori’s and Dudley-Evans and St. John’s areas of

investigating needs.

De acordo com Paiva (2001), entre os aspectos negativos associados ao ensino em ambiente virtual NÃO se evidencia o aumento

A rising-tone intonation can be used to express these emotions, EXCEPT

“A single set of theoretical principles derived from feeder disciplines and a single set of classroom procedures directed at classroom teachers” (Kumaravadivelu 1994, p. 29). The sentence above describes a teaching

“Sökmen [(1997)] menciona quatro tipos de atividades de elaboração semântica” (Tomitch 2009, p. 128). A descrição: “envolve a apresentação de uma palavra aos aprendizes e estes se engajam então numa associação livre onde verbalizam palavras relacionadas que lhes vêm à memória, organizando, logo a seguir, as listas de palavras em um diagrama” (Tomitch 2009, p. 128) se refere à atividade de

O ensino de língua inglesa apoiado no uso dos gêneros textuais permite o trabalho com a argumentatividade da língua, entendida como a

In the assessment of writing skills, the six general categories for the evaluation of student writing are

According to Prabhu (1987), meaning-focused activities can be of three types. ___________ is NOT one of them.

About the role of comprehension in the development of an internal grammar, it is INCORRECT to state that comprehension

“In practical terms, the post method condition motivates a search for an open-ended, coherent framework based on current theoretical, empirical, and pedagogical insights that will enable teachers to theorize from practice and practice what they theorize”. (Kumaravadivelu 1994, p.27) In defending the post method condition, Kumaravadivelu presents its three main characteristics. The alternative that DOES NOT present one of them is

Leia a mensagem enviada por aluna de um curso virtual, reproduzida abaixo: Essa mensagem ilustra algumas das vantagens mencionadas na literatura quanto ao ensino e aprendizagem virtual, EXCETO:

“Foreign and second language teaching changed dramatically in the years between 1960 and 1985”. (Lightbown 2000, p. 437) The changes that Lightbown refers to DID NOT occur as a consequence of

According to Ellis (2008, p. 1-2) there are a number of reasons why teachers should give instruction to ensure that learners focus predominantly on meaning. The CORRECT reasons for it is that when learners are

You were hired to design an ESP course for a group of four doctors who will travel to present papers in a conference abroad. They have similar levels of proficiency, have already had their papers accepted, and they have already presented papers in similar events. But, since it’s been 2 years since the last conference abroad, they need your help to prepare them for the oral presentations of their papers. They are going to travel in six months’ time. They want to have private group classes at the office of one of the doctors. Consider that according to Songhori (2008) investigation of needs should focus on target situation, strategy or learning needs, present situation, deficiency, means, register, discourse, and genre. Based on the information above, select the CORRECT sequence of investigation of needs to offer the ESP course that will prepare the doctors for the conference.

Munby’s (1978) model for needs analysis is made up of the seven elements, of which the most referred to is the 21

De acordo com os PCN, o ensino de língua estrangeira deve propiciar uma formação cidadã ao aluno. Essa orientação deve se refletir nos livros didáticos, cujas atividades devem fomentar o posicionamento crítico do aluno. Para tal, devem incluir alguns elementos essenciais, EXCETO:

Research on the advantages of group work has NOT identified it as beneficial to

According to Prabhu (1987) meaning-focused activities ensure that any attention to form is

“The linguists and applied linguists who had such a profound influence on the development of several varieties of communicative language teaching (CLT) were dissatisfied with pedagogical approaches which treated language a set of morpho-syntactic rules rather than as a richer system of communication involving many kinds of competence other than purely syntactic” (Lightbown 2000, p. 435) As developers of CLT, these linguists and applied linguists wanted to 16

“A atividade de interpretação do texto deve sempre fundar-se na suposição de que o emissor tem determinadas intenções e que uma decodificação adequada exige justamente a captação dessas intenções por parte de quem lê: é preciso compreender-se o querer dizer como um querer fazer” (Koch 1996, p. 161). Para tal, é preciso desenvolver no leitor sua atenção para as

A methodological approach that integrates the reading of authentic texts and writing tasks to develop intermediate or advanced learners’ writing skills could follow a four-step approach that included

According to Prabhu (1987, p. 25), “observations such as these led in due course to a clear preference: classroom activities which involved learners in some form of reasoning, or inferring or inter-relating information in a logical way”. From these observations emerged a pattern to class procedures which included

“... provide opportunities for learners to participate in open-ended meaningful interaction through language learning tasks, assuming that a preoccupation with meaning making will ultimately lead to L2 mastery”. (Kumaravadivelu 1994, p. 29). To achieve such goal a teacher should introduce

Ten are the principles that teachers should follow in instructed second language acquisition (Ellis 2008). One of such principles stated that “instruction needs to ensure that learners focus predominantly on meaning”. According to Ellis (2008), perhaps the best way to achieve such principle is to teach following a ___________ approach.

The term “needs analysis” refers to the

Quanto à compreensão textual é importante trabalhá-la

A sala de aula virtual aumenta “as oportunidades de interação real e consequentemente aumentam-se o input e as oportunidades de aquisição do idioma.” (Paiva 2001, p. 272). Entre as consequências que advém dessas oportunidades, NÃO se inclui

Em relação às aulas tradicionais, a administração de um curso virtual mostra-se mais

Sequências linguísticas ou sequências de enunciados constituem tipos textuais. São tipos textuais, EXCETO:

Concerning the pronunciation of words in English, it is INCORRECT to state that words such as

Prabhu (1987) defined task as “an activity which required learners to arrive at an outcome from given information through some process of thought, and which allowed teachers to control and regulate that process” (p.24). An evidence of beginner learners’ development as a consequence of task-based instruction is that

Speaking strategies for developing strategic competence is something that “few beginning students are aware of... your classroom can be one in which students become aware of, and have the chance to practice, such strategies” (Brown 2007, p. 276). The CORRECT correspondence between speaking strategies and example is

Meaning-focused activities DO NOT involve learners in