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Q1022974 • Inglês • Aspectos Linguísticos Linguistic Aspects • Avança SP • Prefeitura de Sete Barras SP • Língua Inglesa • 2024

a) Pair and pear.
b) Blue and blew.
c) Here and hear.
d) Accept and except.
e) Right and write.

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Questões sobre Aspectos Linguísticos Linguistic Aspects

1

Q1098735 • Inglês • Aspectos Linguísticos Linguistic Aspects • Avança SP • Prefeitura de Nova Odessa SP • Inglês • 2026
Brazilian learners of English often transfer pronunciation patterns from Portuguese. One common difficulty involves the pronunciation of the letter “h,” which in English usually represents the sound /h/ (as in house) at the beginning of words. Which word illustrates this pronunciation?
- a) hand
- b) school
- c) phone
- d) hour
- e) hisland
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2

Q1098734 • Inglês • Aspectos Linguísticos Linguistic Aspects • Avança SP • Prefeitura de Nova Odessa SP • Inglês • 2026
In English, the past tense ending -ed may be pronounced /t/, /d/, or /ɪd/.
Identify the group of verbs in which the -ed ending is pronounced /t/.
- a) washed – stopped – looked
- b) played – lived – cleaned
- c) started – wanted – needed
- d) allowed – opened – answered
- e) called – used – followed
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3

Q1097811 • Inglês • Aspectos Linguísticos Linguistic Aspects • IGEDUC • Prefeitura de Jati CE • Professor de Língua Inglesa • 2026
The divergence between spoken and written English is characterized by differences in lexical density, clausal complexity, and the use of deictic expressions. Based on the linguistic features of "Spoken Grammar" as described in corpus-based studies, choose the CORRECT alternative.
- a) Spoken English follows more rigid syntactic patterns than written English due to the immediate presenceof the interlocutor in the speech event.
- b) Spoken English frequently exhibits ellipsis and "heads and tails" structures (left/right dislocation) to facilitate real-time cognitive processing.
- c) Spoken English avoids the use of phrasal verbs and contractions because they increase the ambiguity of the message during oral interaction.
- d) Spoken English maintains higher lexical density than written English to ensure that abstract concepts are conveyed with maximum precision.
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4

Q1097809 • Inglês • Aspectos Linguísticos Linguistic Aspects • IGEDUC • Prefeitura de Jati CE • Professor de Língua Inglesa • 2026
Cohesion in English is achieved through grammatical and lexical devices, as categorized in the seminal work by Halliday and Hasan. Regarding the use of substitution and ellipsis as cohesive mechanisms in discourse, mark T for True or F for False:

(__) Substitution involves the replacement of one linguistic item by another, such as using "one" to replace a previously mentioned noun.
(__) Ellipsis can be defined as "substitution by zero," where a clause or part of it is omitted because it is understood from the context.
(__) Lexical cohesion is strictly limited to the repetition of the exact same word throughout a paragraph to maintain thematic unity.
(__) Anaphoric reference occurs when a pronoun refers forward to a noun that will only be introduced in the subsequent chapter of the book.

After analysis, choose the alternative that presents the CORRECT sequence:
- a) F, F, T, F.
- b) T, F, T, T.
- c) T, T, F, F.
- d) F, T, F, T.
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5

Q1095906 • Inglês • Aspectos Linguísticos Linguistic Aspects • Avança SP • Prefeitura de Nova Odessa SP • Inglês • 2026
In English pronunciation, the letter “g” may have two different sounds. For example, it has a hard sound /g/ in go and a soft sound /dʒ/ in giant.
Identify the group in which the letter “g” is pronounced with the soft sound /dʒ/.
- a) general – giraffe – gender
- b) Gentle – give – general
- c) good – great – geography
- d) geography – goal – grow
- e) get – gift – guess
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6

Q1068409 • Inglês • Aspectos Linguísticos Linguistic Aspects • VUNESP • EsFCEx • Magistério Inglês • 2024
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One pathway for converting explicit to implicit knowledge is suggested by skill acquisition theory, a branch of cognitive science studying how people develop skills. In this theory, knowledge is first seen to be declarative (conscious); then, through practice and the application of learning strategies, declarative knowledge becomes proceduralized so that it becomes automatic. Automatic processes are quick and do not require attention or conscious awareness. Many second/ foreign language learners memorize and practice vocabulary items or “chunks” of language such as greetings, idioms or collocations. Frequent practice in using these forms helps the language items to become automatic in the sense that the learner can use them quickly and unconsciously.
Pienemann (1989) proposes that second/ foreign language learners will not acquire a new structure until they are developmentallly ready to do so. If there were no connection between the development of explicit knowledge about a grammar point and the eventual restructuring of the unconscious linguistic system to accommodate the point in the learner’s interlanguage, then, indeed, grammar instruction would not be of much use. However, it has been suggested that there is a connection, so grammar instruction is ultimately useful. Further, practice of language points can lead to automatization, thus bypassing natural order teachability considerations.

(FOTOS, Sandra. Cognitive Approaches to Grammar Instruction.
In Marianne Celce-Murcia. 3rd ed. Teaching English as a second or foreign
language. 3rd edition. Boston, Massachusstes: Heinle&Heinle. 2002.
Adaptado274)

Dentro dos estudos sobre aquisição e aprendizagem de línguas, o termo “interlanguage” é compreendido como:
- a) a capacidade do aprendiz em transitar entre a língua materna e a estrangeira.
- b) a aptidão adquirida que permite o uso de mais de um idioma para falar sobre determinado tema.
- c) o espaço cognitivo-linguístico entre a língua materna e a língua sendo aprendida.
- d) a prontidão do aprendiz para compreender os novos conteúdos que lhe vão sendo apresentados.
- e) o conhecimento gramatical que o aprendiz vai construindo na língua estrangeira.
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7

Q1054532 • Inglês • Aspectos Linguísticos Linguistic Aspects • Makiyama • DETRAN RJ • Assistente Técnico de Trânsito
Uma turista sul-africana veio ao Rio de Janeiro com sua cunhada para visitar alguns amigos e assistir aos jogos da Copa do mundo. Ao encontrar com esses amigos, a turista apresentou-lhes Victoria, sua cunhada. Assinale a alternativa que traz a apresentação correta feita pela mulher.
- a) “This is Victoria, my cousin.”
- b) “This is Victoria, my niece.”
- c) “This is Victoria, my cunning.”
- d) “This is Victoria, my sister-in-law.”
- e) “This is Victoria, my stepdaughter”.
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8

Q1047554 • Inglês • Aspectos Linguísticos Linguistic Aspects • Marinha • ESCOLA NAVAL • Cadete do Exército
Analyze these sentences.
I - The boss discussed about the new sales report.
II - Does the coefficient of kinetic friction depend on speed?
III - My son finally succeeded in finding a new job.
IV - Some people still blame the driver on the accident.
V - He apologized for his girlfriend for being late.
Choose the correct option.
- a) Only I and II are grammatically correct.
- b) Only II and III are grammatically correct.
- c) Only II and IV are grammatically correct,
- d) Only I and IV are grammatically correct.
- e) Only II and V are grammatically correct.
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9

Q1047499 • Inglês • Aspectos Linguísticos Linguistic Aspects • Marinha • ESCOLA NAVAL • Cadete do Exército
Choose the best reply to this statement.
Michelle: Your flat needs painting.
You: I know. I __________shortly.
- a) have it paint
- b) have painted it
- c) have been painting it
- d) am having it painted
- e) am having painted it
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10

Q1047453 • Inglês • Aspectos Linguísticos Linguistic Aspects • Marinha • ESCOLA NAVAL • Cadete do Exército
Which of the alternatives below contains a mistake?
- a) He laid his hand on her head.
- b) She is laying the table for lunch.
- c) He's been lying in the sun for hours.
- d) Don't lay on this sofa.
- e) l'm sure he lied to me.
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