Questões de Concursos Aspectos Linguísticos Linguistic Aspects

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No one who speaks English has any difficulty understanding the meaning of a sentence like ‘It’s warm in here’. We all recognise that it is a comment on the temperature in some place or other. But why it is being said, and what the speaker wishes to convey by saying it, depends entirely on two things: the context in which it is said and what the speaker wants people to understand (...) The meaning of language depends on where it occurs within a larger stretch of discourse, and thus the relationship that the different language elements have with what comes before and after them. In other words, speakers and writers have to be able to operate with more than just words and grammar; they have to be able to string utterances together.

Our ability to function properly in conversation or writing depends not only on reacting to the context in which we are using the language, but also on the relationship between words and ideas in longer texts.

Words can also mean more than one thing, for example, ‘book’ (= something to read, to reserve, a list of bets, etc.), ‘beat’ (= to win, to hit, to mix, e.g. an egg, the ‘pulse’ of music/a heart) and ‘can’ (= ability, permission, probability – and a container made of metal). Notice that, in these examples, not only can the same form have many meanings, but it can also be different parts of speech.

With so many available meanings for words and grammatical forms, it is the context the word occurs in which determines which of these meanings is being referred to. If we say, ‘I beat him because I ran faster than he did’, ‘beat’ is likely to mean won rather than physically assaulted or mixed (though there is always the possibility of ambiguity, of course).

(Harmer, 1998. Adaptado)

Read the text to answer question.

No one who speaks English has any difficulty understanding the meaning of a sentence like ‘It’s warm in here’. We all recognise that it is a comment on the temperature in some place or other. But why it is being said, and what the speaker wishes to convey by saying it, depends entirely on two things: the context in which it is said and what the speaker wants people to understand (...) The meaning of language depends on where it occurs within a larger stretch of discourse, and thus the relationship that the different language elements have with what comes before and after them. In other words, speakers and writers have to be able to operate with more than just words and grammar; they have to be able to string utterances together.

Our ability to function properly in conversation or writing depends not only on reacting to the context in which we are using the language, but also on the relationship between words and ideas in longer texts.

Words can also mean more than one thing, for example, ‘book’ (= something to read, to reserve, a list of bets, etc.), ‘beat’ (= to win, to hit, to mix, e.g. an egg, the ‘pulse’ of music/a heart) and ‘can’ (= ability, permission, probability – and a container made of metal). Notice that, in these examples, not only can the same form have many meanings, but it can also be different parts of speech.

With so many available meanings for words and grammatical forms, it is the context the word occurs in which determines which of these meanings is being referred to. If we say, ‘I beat him because I ran faster than he did’, ‘beat’ is likely to mean won rather than physically assaulted or mixed (though there is always the possibility of ambiguity, of course).

(Harmer, 1998. Adaptado)

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Are functional and situational language the same thing?

The two labels represent different ways of organising this kind of social language. Functional language comprises expressions that do different things, for example: make a request, invite someone to do something or suggest something. Situational language comprises expressions we use in specific situations, for example: at a restaurant, shopping for clothes or asking for tourist information.

Clearly, there is overlap between the two. In the situation of a doctor’s appointment, different functions will be used. The patient makes a request at a doctor’s appointment, the doctor invites the patient into their consulting room and gives advice on dealing with the medical problem. It is important that you, the teacher, know the primary focus of the lesson. Is it to present and practise expressions associated with a particular function, or to present and practise language related to a specific situation?

THAINE, Craig. Key considerations for teaching functional/situational language. Disponível em: https://www.cambridge.org/elt/blog/2021/11/24/teachingfunctional-situational-language/. Acesso em: 11 jul. 2024. Adaptado.

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Twinkle, Twinkle, Little Star

Twinkle, twinkle, little star,

How I wonder what you are!

Up above the world so high,

Like a diamond in the sky.

When the blazing sun is gone,

When he nothing shines upon,

Then you show your little light,

Twinkle, twinkle, all the night.

Then the traveler in the dark

Thanks you for your tiny spark,

How could he see where to go,

If you did not twinkle so?

In the dark blue sky you keep,

Often through my curtains peep

For you never shut your eye,

Till the sun is in the sky.

As your bright and tiny spark

Lights the traveler in the dark,

Though I know not what you are,

Twinkle, twinkle, little star.

TAYLOR, Jane. Twinkle, Twinkle, Little Star. Disponível em: https://www.classicalmusic.com/articles/what-are-the-lyrics-to-twinkle-twinkle-little-star. Acesso em: 11 jul. 2024. Adaptado.

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Twinkle, Twinkle, Little Star

Twinkle, twinkle, little star,

How I wonder what you are!

Up above the world so high,

Like a diamond in the sky.

When the blazing sun is gone,

When he nothing shines upon,

Then you show your little light,

Twinkle, twinkle, all the night.

Then the traveler in the dark

Thanks you for your tiny spark,

How could he see where to go,

If you did not twinkle so?

In the dark blue sky you keep,

Often through my curtains peep

For you never shut your eye,

Till the sun is in the sky.

As your bright and tiny spark

Lights the traveler in the dark,

Though I know not what you are,

Twinkle, twinkle, little star.

TAYLOR, Jane. Twinkle, Twinkle, Little Star. Disponível em: https://www.classicalmusic.com/articles/what-are-the-lyrics-to-twinkle-twinkle-little-star. Acesso em: 11 jul. 2024. Adaptado.

Crazy Horse

Crazy Horse (Tasunke Witko, 1840-1877) was an Oglala Lakota Sioux warrior and warband leader considered among the greatest defenders of Sioux lands against the forces of the US government in the 19th century. He is one of the most famous Native American figures in history and among the Sioux's most honored heroes. Although he is often referred to as a "chief", Crazy Horse was actually a "Shirt Wearer" – a kind of "subchief" – who carried out the decisions of the council and also served as a war chief of a given band of warriors. Even so, Crazy Horse inspired such devotion in his followers that he was regarded as a "chief" and is referenced as such by others.

His name, Tasunke Witko (Crazy Horse), is accurately translated as "His Crazy Horse" or "His Horse is Crazy" and was his father's and grandfather's name, seemingly referencing a horse that behaved erratically. According to Black Elk, however, the name correlated to Crazy Horse's famous vision in which he saw his horse dancing as though "made only of shadow" in a strange or "crazy" way.

Crazy Horse dedicated himself to opposing the US military as early as 1854 following the Grattan Fight (Grattan Massacre) and the subsequent massacre of Little Thunder's camp in 1855 by Colonel William S. Harney. He continued his resistance over the next eleven years and was named a "Shirt Wearer" in 1865. He fought in the Battle of Plate River Bridge (1865), Red Cloud's War (1866-1868), the Battle of the Rosebud (1876), and the Battle of the Little Bighorn (1876). His last full-scale engagement with US forces was the Battle of Wolf Mountain in January 1877.

World History Encyclopedia. Adaptation.

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Ain't It Fun

I don't mind

Letting you down easy, but just give it time

If it don't hurt now then just wait, just wait a while

You're not the big fish in the pond no more

You are what they're feeding on

So what are you gonna do

When the world don't orbit around you?

So what are you gonna do

When the world don't orbit around you?

Ain't it fun?

Living in the real world

Ain't it good?

Being all alone

Where you're from

You might be the one who's running things

Where you can ring anybody's bell and get what you want

See it's easy to ignore trouble

When you're living in a bubble

(…)

WILLIAMS, Hayley; YORK, Taylor. Ain’t it fun. Disponível em: https://www.musixmatch.com/lyrics/Paramore/Ain-t-It-Fun. Acesso em: 12 jul. 2024. Adaptado.