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If applied to the text, which ones would be correct and keep the literal mean...

If applied to the text, which ones would be correct and keep the literal meaning? 

Q932967 • Inglês • UFRGS • UFRGS • UFRGS Vestibular 1 dia UFRGS • 2018

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Consider the following propositions for rephrasing the clause It could be argued that the answer is one (l. 19).

I - One might argue that the answer is one.

II - You could say that the answer is one.

III- They should argue that the answer is one.

If applied to the text, which ones would be correct and keep the literal meaning?

a) Only I.
b) Only II.
c) Only III.
d) Only I and II.
e) I, II and III.

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Questões de Inglês

1

Q1163059 • Inglês • Tradução Translation • Makiyama • DETRAN RJ • Assistente Técnico Administrativo
Uma turista americana abordou uma mulher que estava andando na rua para perguntar que horas eram. Assinale a alternativa que traz a pergunta feita pela turista em Inglês, na forma CORRETA.
- a) Please, what time is it?
- b) Please, what hours now?
- c) Please, what time are it?
- d) Please, what hours they are?
- e) Please, what time we have?
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2

Q1162537 • Inglês • Vocabulário Vocabulary • Makiyama • Banestes • Suporte e Infraestrutura
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Silicon Valley – America’s High Tech Centre

Silicon Valley is located in the southern part of the San Francisco Bay area. It originally got its name from the large number of companies that produced silicon chips. Today it is a general name for the high-tech industry of Northern California.
The beginning of Silicon Valley goes back to the early 20th century when the United States military and other companies started experimenting in the fields of radio, communications and electronics. The area also grew because Stanford and other universities and colleges produced a number of students who were interested in technology.
One of the first companies that started in Silicon Valley was Hewlett Packard. It was founded by two graduates of Stanford University in 1939. Today HP is the world’s largest technology company and operates in almost all countries in the world. After World War II an industrial park was built around Stanford University. Companies rented offices from the university and employed students as engineers and scientists.
In the 1950s the silicon transistor was developed and many companies started moving into the region. In the 1970s Silicon Valley became a well-known term in the United States because of the computer and software firms that were founded in the area. About a hundred new companies were established every year. Such growth was possible because people could found a company, get money and rent office space in only a few weeks. Among the well-known companies in the region are search engines Google and Yahoo!, chip producer Intel, computer and software manufacturers Apple and Adobe.
By 1992 Silicon Valley accounted for over 250,000 jobs and over 40% of California’s exports. Companies began calling in specialists from China and India because more and more high-tech scientists and engineers were needed.
When the Internet boom began in the 1990s a number of new so-called dot.com enterprises sprang up, including the online auction house eBay and others. When the boom collapsed at the beginning of the new millennium, thousands of high tech workers lost their jobs and couldn’t afford the high housing prices that the area produced. But even after the global financial crisis of 2008 Silicon Valley remains one of the top research and high-tech center in the world.
<http://www.english-online.at/technology/silicon-valley/silicon-valley-americas-high-tech-center.html>

The beginning of Silicon Valley goes back to the early 20^th (…)
Qual dos dispostos a seguir melhor traduz a expressão sublinhada acima, neste contexto?
- a) vai atrás de
- b) transita em
- c) regressa do
- d) remonta ao
- e) começa em
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3

Q1162536 • Inglês • Interpretação de Texto Reading Comprehension • Makiyama • Banestes • Suporte e Infraestrutura
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Silicon Valley – America’s High Tech Centre

Silicon Valley is located in the southern part of the San Francisco Bay area. It originally got its name from the large number of companies that produced silicon chips. Today it is a general name for the high-tech industry of Northern California.
The beginning of Silicon Valley goes back to the early 20th century when the United States military and other companies started experimenting in the fields of radio, communications and electronics. The area also grew because Stanford and other universities and colleges produced a number of students who were interested in technology.
One of the first companies that started in Silicon Valley was Hewlett Packard. It was founded by two graduates of Stanford University in 1939. Today HP is the world’s largest technology company and operates in almost all countries in the world. After World War II an industrial park was built around Stanford University. Companies rented offices from the university and employed students as engineers and scientists.
In the 1950s the silicon transistor was developed and many companies started moving into the region. In the 1970s Silicon Valley became a well-known term in the United States because of the computer and software firms that were founded in the area. About a hundred new companies were established every year. Such growth was possible because people could found a company, get money and rent office space in only a few weeks. Among the well-known companies in the region are search engines Google and Yahoo!, chip producer Intel, computer and software manufacturers Apple and Adobe.
By 1992 Silicon Valley accounted for over 250,000 jobs and over 40% of California’s exports. Companies began calling in specialists from China and India because more and more high-tech scientists and engineers were needed.
When the Internet boom began in the 1990s a number of new so-called dot.com enterprises sprang up, including the online auction house eBay and others. When the boom collapsed at the beginning of the new millennium, thousands of high tech workers lost their jobs and couldn’t afford the high housing prices that the area produced. But even after the global financial crisis of 2008 Silicon Valley remains one of the top research and high-tech center in the world.
<http://www.english-online.at/technology/silicon-valley/silicon-valley-americas-high-tech-center.html>

Considerando as palavras ou expressões sublinhadas a seguir e seu devido contexto, pode-se afirmar que elas remetem à noção de grande quantidade ou quantidade considerável, COM EXCEÇÃO do que está exposto em:
- a) (…) many companies started moving (…)
- b) About a hundred new companies (…)
- c) But even after the global financial crisis of 2008 (…)
- d) (…) because more and more high-tech scientists and engineers were needed.
- e) (…) Stanford and other universities and colleges produced a number of students (…)
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4

Q1155576 • Inglês • Verbos Verbs • Colégio Pedro II • Colégio Pedro II • Inglês • 2019
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TEXT 1
School for sexism
By Deborah Cameron (Oxford University)

This week, it was announced that schools in England are being issued with new guidelines on combatting sexism and gender stereotyping. This initiative follows research conducted for the Institute of Physics (IoP), which found that most schools took sexism less seriously than other kinds of prejudice and discrimination. […]
The IoP’s main concern—one it shares with the government, which co-funded the research—is that girls are being deterred from studying science subjects by the sexist attitudes they encounter in school. Language is only one of the issues the report urges schools to tackle. […] But language was the main theme picked up in media reporting on the new guidelines, with many news outlets dramatically proclaiming that children ‘as young as five’ were going to be ‘banned’ from using certain words.
[…] I think we can guess why these newspapers were so keen on the language angle. They’ve known since the heyday of ‘political correctness gone mad’ that nothing stirs up the wrath of Middle England like a story about someone trying to ban words. Never mind that no sane parent permits total free expression for the under-fives […].
This reporting only underlined the point that sexism isn’t taken as seriously as other forms of prejudice. […] Rather than being outraged by the idea of telling primary school children to watch their words, shouldn’t we be asking why ‘children as young as five’ are using sexist language in the first place?
We may not want to think that this is happening among children still at primary school, but unfortunately the evidence says it is. […] Girl Guiding UK publishes an annual survey of girls’ attitudes: the 2015 survey, conducted with a sample of nearly 1600 girls and young women aged between 7 and 21, found that in the week before they were questioned, over 80% of respondents had experienced or witnessed some form of sexism, much of which was perpetrated by boys of their own age, and some of which undoubtedly occurred in school. 39% of respondents had been subjected to demeaning comments on their appearance, and 58% had heard comments or jokes belittling women and girls. […]
By the time they go to secondary school, girls are conscious of this everyday sexism as a factor which restricts their freedom, affecting where they feel they can go, what they feel able to wear and how much they are willing to talk in front of boys. In the Girl Guiding UK survey, a quarter of respondents aged 11-16 reported that they avoided speaking in lessons because of their fear of attracting sexist comments.
So, the Institute of Physics isn’t just being perverse when it identifies sexist ‘banter’ as a problem that affects girls’ education. It’s to the organization’s credit that it’s saying this shouldn’t be tolerated—and it’s also to its credit that it’s offering practical advice. Its recommendations are sensible, and its report contains many good ideas for teachers to consider. […]
When the Sunday Times talks about ‘boys and girls cheerfully baiting each other in the playground’, the implication is that we’re dealing with something reciprocal, a ‘battle of the sexes’ in which the two sides are evenly matched. But they’re not evenly matched. What can a girl say to a boy that will make him feel like a commodity, a piece of meat? What popular catchphrase can she fling at him that has the same dismissive force as ‘make me a sandwich’? […]
The IoP report does not seem to grasp that there is more to sexism than gender stereotyping. It falls back on the liberal argument that stereotyping harms both sexes equally: it’s as bad for the boy who wants to be a ballet dancer as it is for the girl who dreams of becoming an astrophysicist. But sexism doesn’t harm boys and girls equally, just as racism doesn’t harm white people and people of colour equally. It is the ideology of a system based on structural sexual inequality: male dominance and female subordination. You can’t address the problem of gender stereotyping effectively if you don’t acknowledge the larger power structure it is part of.
Disponível em: https://debuk.wordpress.com. Acesso em: 20 out. 2019.

Regarding the use of gerunds and infinitives, choose the alternative in which all the verbs follow the same pattern of the underlined verb in the excerpt: “They’ve known since the heyday of ‘political correctness gone mad’ that nothing stirs up the wrath of Middle England like a story about someone trying to ban words”.
- a) risk – postpone – urge – begin
- b) hate – stop – encourage – avoid
- c) advise – persuade – regret – love
- d) go on – stop – regret – remember
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5

Q1155575 • Inglês • Interpretação de Texto Reading Comprehension • Colégio Pedro II • Colégio Pedro II • Inglês • 2019
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TEXT 1
School for sexism
By Deborah Cameron (Oxford University)

This week, it was announced that schools in England are being issued with new guidelines on combatting sexism and gender stereotyping. This initiative follows research conducted for the Institute of Physics (IoP), which found that most schools took sexism less seriously than other kinds of prejudice and discrimination. […]
The IoP’s main concern—one it shares with the government, which co-funded the research—is that girls are being deterred from studying science subjects by the sexist attitudes they encounter in school. Language is only one of the issues the report urges schools to tackle. […] But language was the main theme picked up in media reporting on the new guidelines, with many news outlets dramatically proclaiming that children ‘as young as five’ were going to be ‘banned’ from using certain words.
[…] I think we can guess why these newspapers were so keen on the language angle. They’ve known since the heyday of ‘political correctness gone mad’ that nothing stirs up the wrath of Middle England like a story about someone trying to ban words. Never mind that no sane parent permits total free expression for the under-fives […].
This reporting only underlined the point that sexism isn’t taken as seriously as other forms of prejudice. […] Rather than being outraged by the idea of telling primary school children to watch their words, shouldn’t we be asking why ‘children as young as five’ are using sexist language in the first place?
We may not want to think that this is happening among children still at primary school, but unfortunately the evidence says it is. […] Girl Guiding UK publishes an annual survey of girls’ attitudes: the 2015 survey, conducted with a sample of nearly 1600 girls and young women aged between 7 and 21, found that in the week before they were questioned, over 80% of respondents had experienced or witnessed some form of sexism, much of which was perpetrated by boys of their own age, and some of which undoubtedly occurred in school. 39% of respondents had been subjected to demeaning comments on their appearance, and 58% had heard comments or jokes belittling women and girls. […]
By the time they go to secondary school, girls are conscious of this everyday sexism as a factor which restricts their freedom, affecting where they feel they can go, what they feel able to wear and how much they are willing to talk in front of boys. In the Girl Guiding UK survey, a quarter of respondents aged 11-16 reported that they avoided speaking in lessons because of their fear of attracting sexist comments.
So, the Institute of Physics isn’t just being perverse when it identifies sexist ‘banter’ as a problem that affects girls’ education. It’s to the organization’s credit that it’s saying this shouldn’t be tolerated—and it’s also to its credit that it’s offering practical advice. Its recommendations are sensible, and its report contains many good ideas for teachers to consider. […]
When the Sunday Times talks about ‘boys and girls cheerfully baiting each other in the playground’, the implication is that we’re dealing with something reciprocal, a ‘battle of the sexes’ in which the two sides are evenly matched. But they’re not evenly matched. What can a girl say to a boy that will make him feel like a commodity, a piece of meat? What popular catchphrase can she fling at him that has the same dismissive force as ‘make me a sandwich’? […]
The IoP report does not seem to grasp that there is more to sexism than gender stereotyping. It falls back on the liberal argument that stereotyping harms both sexes equally: it’s as bad for the boy who wants to be a ballet dancer as it is for the girl who dreams of becoming an astrophysicist. But sexism doesn’t harm boys and girls equally, just as racism doesn’t harm white people and people of colour equally. It is the ideology of a system based on structural sexual inequality: male dominance and female subordination. You can’t address the problem of gender stereotyping effectively if you don’t acknowledge the larger power structure it is part of.
Disponível em: https://debuk.wordpress.com. Acesso em: 20 out. 2019.

The following quote from Cameron’s article presents a standard passive construction, according to Parrott (2010): “This week, it was announced that schools in England are being issued with new guidelines on combatting sexism and gender stereotyping.”
Among the sentences below, choose the only one that follows a different pattern from standard passive constructions.
- a) “Examples from the results of the second questionnaire are given in the Appendix”
- b) “Mick was attacked with a cut-throat razor”
- c) “He got his leg broken playing football.”
- d) “She is thought to be a genius.”
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6

Q1155574 • Inglês • Interpretação de Texto Reading Comprehension • Colégio Pedro II • Colégio Pedro II • Inglês • 2019
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TEXT 1
School for sexism
By Deborah Cameron (Oxford University)

This week, it was announced that schools in England are being issued with new guidelines on combatting sexism and gender stereotyping. This initiative follows research conducted for the Institute of Physics (IoP), which found that most schools took sexism less seriously than other kinds of prejudice and discrimination. […]
The IoP’s main concern—one it shares with the government, which co-funded the research—is that girls are being deterred from studying science subjects by the sexist attitudes they encounter in school. Language is only one of the issues the report urges schools to tackle. […] But language was the main theme picked up in media reporting on the new guidelines, with many news outlets dramatically proclaiming that children ‘as young as five’ were going to be ‘banned’ from using certain words.
[…] I think we can guess why these newspapers were so keen on the language angle. They’ve known since the heyday of ‘political correctness gone mad’ that nothing stirs up the wrath of Middle England like a story about someone trying to ban words. Never mind that no sane parent permits total free expression for the under-fives […].
This reporting only underlined the point that sexism isn’t taken as seriously as other forms of prejudice. […] Rather than being outraged by the idea of telling primary school children to watch their words, shouldn’t we be asking why ‘children as young as five’ are using sexist language in the first place?
We may not want to think that this is happening among children still at primary school, but unfortunately the evidence says it is. […] Girl Guiding UK publishes an annual survey of girls’ attitudes: the 2015 survey, conducted with a sample of nearly 1600 girls and young women aged between 7 and 21, found that in the week before they were questioned, over 80% of respondents had experienced or witnessed some form of sexism, much of which was perpetrated by boys of their own age, and some of which undoubtedly occurred in school. 39% of respondents had been subjected to demeaning comments on their appearance, and 58% had heard comments or jokes belittling women and girls. […]
By the time they go to secondary school, girls are conscious of this everyday sexism as a factor which restricts their freedom, affecting where they feel they can go, what they feel able to wear and how much they are willing to talk in front of boys. In the Girl Guiding UK survey, a quarter of respondents aged 11-16 reported that they avoided speaking in lessons because of their fear of attracting sexist comments.
So, the Institute of Physics isn’t just being perverse when it identifies sexist ‘banter’ as a problem that affects girls’ education. It’s to the organization’s credit that it’s saying this shouldn’t be tolerated—and it’s also to its credit that it’s offering practical advice. Its recommendations are sensible, and its report contains many good ideas for teachers to consider. […]
When the Sunday Times talks about ‘boys and girls cheerfully baiting each other in the playground’, the implication is that we’re dealing with something reciprocal, a ‘battle of the sexes’ in which the two sides are evenly matched. But they’re not evenly matched. What can a girl say to a boy that will make him feel like a commodity, a piece of meat? What popular catchphrase can she fling at him that has the same dismissive force as ‘make me a sandwich’? […]
The IoP report does not seem to grasp that there is more to sexism than gender stereotyping. It falls back on the liberal argument that stereotyping harms both sexes equally: it’s as bad for the boy who wants to be a ballet dancer as it is for the girl who dreams of becoming an astrophysicist. But sexism doesn’t harm boys and girls equally, just as racism doesn’t harm white people and people of colour equally. It is the ideology of a system based on structural sexual inequality: male dominance and female subordination. You can’t address the problem of gender stereotyping effectively if you don’t acknowledge the larger power structure it is part of.
Disponível em: https://debuk.wordpress.com. Acesso em: 20 out. 2019.

Assuming a sociointeractional viewpoint, Giesel (in FERREIRA, 2012) argues that all forms of discourse can be understood as a social product, since they are present in the experiences of students.
Regarding the position presented above, choose the quote below from Cameron’s text which might support the idea that language teachers should approach aspects of sexist language and gender stereotyping in their lessons.
- a) “But language was the main theme picked up in media reporting on the new guidelines, with many news outlets dramatically proclaiming that children ‘as young as five’ were going to be ‘banned’ from using certain words.”
- b) “When the Sunday Times talks about ‘boys and girls cheerfully baiting each other in the playground’, the implication is that we’re dealing with something reciprocal, a ‘battle of the sexes’ in which the two sides are evenly matched.”
- c) “They’ve known since the heyday of ‘political correctness gone mad’ that nothing stirs up the wrath of Middle England like a story about someone trying to ban words.”
- d) “By the time they go to secondary school, girls are conscious of this everyday sexism as a factor which restricts their freedom, affecting where they feel they can go, what they feel able to wear and how much they are willing to talk in front of boys.”
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7

Q1155573 • Inglês • Interpretação de Texto Reading Comprehension • Colégio Pedro II • Colégio Pedro II • Inglês • 2019
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TEXT 1
School for sexism
By Deborah Cameron (Oxford University)

This week, it was announced that schools in England are being issued with new guidelines on combatting sexism and gender stereotyping. This initiative follows research conducted for the Institute of Physics (IoP), which found that most schools took sexism less seriously than other kinds of prejudice and discrimination. […]
The IoP’s main concern—one it shares with the government, which co-funded the research—is that girls are being deterred from studying science subjects by the sexist attitudes they encounter in school. Language is only one of the issues the report urges schools to tackle. […] But language was the main theme picked up in media reporting on the new guidelines, with many news outlets dramatically proclaiming that children ‘as young as five’ were going to be ‘banned’ from using certain words.
[…] I think we can guess why these newspapers were so keen on the language angle. They’ve known since the heyday of ‘political correctness gone mad’ that nothing stirs up the wrath of Middle England like a story about someone trying to ban words. Never mind that no sane parent permits total free expression for the under-fives […].
This reporting only underlined the point that sexism isn’t taken as seriously as other forms of prejudice. […] Rather than being outraged by the idea of telling primary school children to watch their words, shouldn’t we be asking why ‘children as young as five’ are using sexist language in the first place?
We may not want to think that this is happening among children still at primary school, but unfortunately the evidence says it is. […] Girl Guiding UK publishes an annual survey of girls’ attitudes: the 2015 survey, conducted with a sample of nearly 1600 girls and young women aged between 7 and 21, found that in the week before they were questioned, over 80% of respondents had experienced or witnessed some form of sexism, much of which was perpetrated by boys of their own age, and some of which undoubtedly occurred in school. 39% of respondents had been subjected to demeaning comments on their appearance, and 58% had heard comments or jokes belittling women and girls. […]
By the time they go to secondary school, girls are conscious of this everyday sexism as a factor which restricts their freedom, affecting where they feel they can go, what they feel able to wear and how much they are willing to talk in front of boys. In the Girl Guiding UK survey, a quarter of respondents aged 11-16 reported that they avoided speaking in lessons because of their fear of attracting sexist comments.
So, the Institute of Physics isn’t just being perverse when it identifies sexist ‘banter’ as a problem that affects girls’ education. It’s to the organization’s credit that it’s saying this shouldn’t be tolerated—and it’s also to its credit that it’s offering practical advice. Its recommendations are sensible, and its report contains many good ideas for teachers to consider. […]
When the Sunday Times talks about ‘boys and girls cheerfully baiting each other in the playground’, the implication is that we’re dealing with something reciprocal, a ‘battle of the sexes’ in which the two sides are evenly matched. But they’re not evenly matched. What can a girl say to a boy that will make him feel like a commodity, a piece of meat? What popular catchphrase can she fling at him that has the same dismissive force as ‘make me a sandwich’? […]
The IoP report does not seem to grasp that there is more to sexism than gender stereotyping. It falls back on the liberal argument that stereotyping harms both sexes equally: it’s as bad for the boy who wants to be a ballet dancer as it is for the girl who dreams of becoming an astrophysicist. But sexism doesn’t harm boys and girls equally, just as racism doesn’t harm white people and people of colour equally. It is the ideology of a system based on structural sexual inequality: male dominance and female subordination. You can’t address the problem of gender stereotyping effectively if you don’t acknowledge the larger power structure it is part of.
Disponível em: https://debuk.wordpress.com. Acesso em: 20 out. 2019.

According to linguist Deborah Cameron, the IoP report:
- a) locates the source of oppressions in a structure which language is just part of.
- b) contradicts the figures presented by Girl Guiding UK survey and is perverse when identifies sexist ‘banter’ as a problem.
- c) claims that it is necessary to ban certain words from school environment so that girls feel more encouraged to study sciences.
- d) states that boys and girls perform a kind of “battle of sexes”, in which boys are, sometimes, more affected by sexist language than girls.
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8

Q1149555 • Inglês • Interpretação de Texto Reading Comprehension • CESPE CEBRASPE • SEDUC AL • Inglês • 2021
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General observation suggests that it is those who start to learn English after their school years who are most likely to have serious difficulties in acquiring intelligible pronunciation, with the degree of difficulty increasing markedly with age. This difficulty has nothing to do with intelligence or level of education, or even with knowledge of English grammar and vocabulary.
Of course, there is no simple answer to why pronunciation is so difficult to learn — indeed, there is a whole range of theoretical perspectives on the question. What is generally accepted among psycholinguists and phonologists who specialized in this area is that the difficulty in learning to pronounce a foreign language is cognitive rather than physical, and that it has something to do with the way “raw sound” is categorized or conceptualized in using speech.
Many learners of English as a second language have major difficulties with English pronunciation even after years of learning the language. This often results in them facing difficulties in areas such as finding employment. Up to a certain proficiency standard, the fault which most severely impairs the communication process in EFL/ESL learners is pronunciation, not vocabulary or grammar.

A. Gilakjani and M. Ahmadi. Why is Pronunciation So Difficult to Learn? In: English LanguageTeaching, Vol. 4, No. 3. Richmond Hill: Canadian Center of Science and Education, 2011 (adapted).

Based on the text above, judge the following item.
Pronunciation plays a greater role in limiting communication for EFL/ESL speakers than other aspects of language.
- a) Certo
- b) Errado
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9

Q1149554 • Inglês • Interpretação de Texto Reading Comprehension • CESPE CEBRASPE • SEDUC AL • Inglês • 2021
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General observation suggests that it is those who start to learn English after their school years who are most likely to have serious difficulties in acquiring intelligible pronunciation, with the degree of difficulty increasing markedly with age. This difficulty has nothing to do with intelligence or level of education, or even with knowledge of English grammar and vocabulary.
Of course, there is no simple answer to why pronunciation is so difficult to learn — indeed, there is a whole range of theoretical perspectives on the question. What is generally accepted among psycholinguists and phonologists who specialized in this area is that the difficulty in learning to pronounce a foreign language is cognitive rather than physical, and that it has something to do with the way “raw sound” is categorized or conceptualized in using speech.
Many learners of English as a second language have major difficulties with English pronunciation even after years of learning the language. This often results in them facing difficulties in areas such as finding employment. Up to a certain proficiency standard, the fault which most severely impairs the communication process in EFL/ESL learners is pronunciation, not vocabulary or grammar.

A. Gilakjani and M. Ahmadi. Why is Pronunciation So Difficult to Learn? In: English LanguageTeaching, Vol. 4, No. 3. Richmond Hill: Canadian Center of Science and Education, 2011 (adapted).

Based on the text above, judge the following item.
According to the text, the difficulty in acquiring intelligible pronunciation in English grows slightly with time.
- a) Certo
- b) Errado
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10

Q1149553 • Inglês • Adjetivos Adjectives • CESPE CEBRASPE • SEDUC AL • Inglês • 2021
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General observation suggests that it is those who start to learn English after their school years who are most likely to have serious difficulties in acquiring intelligible pronunciation, with the degree of difficulty increasing markedly with age. This difficulty has nothing to do with intelligence or level of education, or even with knowledge of English grammar and vocabulary.
Of course, there is no simple answer to why pronunciation is so difficult to learn — indeed, there is a whole range of theoretical perspectives on the question. What is generally accepted among psycholinguists and phonologists who specialized in this area is that the difficulty in learning to pronounce a foreign language is cognitive rather than physical, and that it has something to do with the way “raw sound” is categorized or conceptualized in using speech.
Many learners of English as a second language have major difficulties with English pronunciation even after years of learning the language. This often results in them facing difficulties in areas such as finding employment. Up to a certain proficiency standard, the fault which most severely impairs the communication process in EFL/ESL learners is pronunciation, not vocabulary or grammar.

A. Gilakjani and M. Ahmadi. Why is Pronunciation So Difficult to Learn? In: English LanguageTeaching, Vol. 4, No. 3. Richmond Hill: Canadian Center of Science and Education, 2011 (adapted).

Based on the text above, judge the following item.
The fragment “most likely” (first paragraph) is an example of the superlative form.
- a) Certo
- b) Errado
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