Início

Questões de Concursos Interpretação de texto Reading comprehension

Resolva questões de Interpretação de texto Reading comprehension comentadas com gabarito, online ou em PDF, revisando rapidamente e fixando o conteúdo de forma prática.

921Q1023830 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de Santarém PA, IVIN, 2024

Texto associado.

Text 3


Desuggestopedia; the application of the study of suggestion to pedagogy, has been developed to help students eliminate the feeling that they cannot be successful or the negative association they may have toward studying and, thus, to help them overcome the barriers to learning. One of the ways th e students' mental reserves are stimulated is through integration of the fine arts, an importante contribution to the method made by Lozanov's colleague Evclyna Carcva.

LARSEN-FREEMAN, Diane. Techniques and Principles in Language Teaching. 3rd ed. Oxford ; New York: Oxford University Press, 2011.

About the Desuggestopedia Method, its the typical feature is:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

922Q1022041 | Inglês, Interpretação de Texto Reading Comprehension, tarde, Instituto Rio Branco, CESPE CEBRASPE, 2024

Texto associado.
Text V


Urbanization is one of the defining trends of this century and a key driver of development. By 2050, around 70% of the world’s population will be living in cities and towns. Asia and Africa will collectively account for a significant majority of the urban growth rate, a development that reflects the growth of both ‘megacities’ and smaller urban settlements in both regions over the past three decades. Today, cities produce around 80% of the global GDP and this importance is likely to continue. Cities also use 75% of global energy and are responsible for 70% of global carbon emissions. Accompanying the pace and extent of urbanization are a number of positive and negative trends — from increased economic opportunities and improvements in lives and livelihoods, through to the potential for greater urban-rural disparity, lower quality of life, and conflict. One thing is clear, cities across the world play a critical role in driving sustainable development.

However, cities today face numerous vulnerabilities and threats. Without proper planning, policies, and support, urbanization often leads to unnecessary risks and costs, preventing cities from reaching their full potential. Cases such as urban sprawls and the proliferation of informal settlements are increasing, and the communities who reside in such areas often suffer from the poor provision of public services (or lack of) such as healthcare or waste management systems. As their population grows, cities also become more complex, making long-term planning and city management a challenge. Amongst the numerous challenges that policymakers must tackle include those that are environmental, those pertaining to resource allocation, and even social challenges such as reducing intra-city inequalities.

Cities are providing a wide range of opportunities and possibilities for its citizens and, in order for them to be fully harnessed, cities should be built for and together with its citizens to fully unlock their potential. This includes taking into account the various needs and aspirations of people, making sure that everyone can have equal and inclusive access to services and create urban spaces and environments to enhance livability.


Internet: <www.undp.org (adapted)

Based on text V, judge whether the following statements are right (C) or wrong (E).

Due to the amount of global GDP produced by cities, the article shows how important it is for cities to continue growing to help the urbanization process.

  1. ✂️
  2. ✂️

923Q1023578 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de Florianópolis SC, FURB, 2023

Texto associado.

Plurilingualism and translanguaging: commonalities and divergences

Both plurilingual and translanguaging pedagogical practices in the education of language minoritized students remain controversial, for schools have a monolingual and monoglossic tradition that is hard to disrupt, even when the disrupting stance brings success to learners. At issue is the national identity that schools are supposed to develop in their students, and the Eurocentric system of knowledge, circulated through standardized named languages, that continues to impose what Quijano (2000) has called a coloniality of power.

All theories emerge from a place, an experience, a time, and a position, and in this case, plurilingualism and translanguaging have developed, as we have seen, from different loci of enunciation. But concepts do not remain static in a time and place, as educators and researchers take them up, as they travel, and as educators develop alternative practices. Thus, plurilingual and translanguaging pedagogical practices sometimes look the same, and sometimes they even have the same practical goals. For example, educators who say they use plurilingual pedagogical practices might insist on developing bilingual identities, and not solely use plurilingualism as a scaffold. And educators who claim to use translanguaging pedagogical practices sometimes use them only as a scaffold to the dominant language, not grasping its potential. In the United States, translanguaging pedagogies are often used in English-as-a-Second Language programs only as a scaffold. And although the potential for translanguaging is more likely to be found in bilingual education programs, this is also at times elusive. The potential is curtailed, for example, by the strict language allocation policies that have accompanied the growth of dual language education programs in the last decade in the USA, which come close to the neoliberal understanding of multilingualism espoused in the European Union.

It is important to keep the conceptual distinctions between plurilingualism and translanguaging at the forefront as we develop ways of enacting them in practice, even when pedagogies may turn out to look the same. Because the theoretical stance of translanguaging brings forth and affirms dynamic multilingual realities, it offers the potential to transform minoritized communities sense of self that the concept of plurilingualism may not always do. The purpose of translanguaging could be transformative of socio-political and socio-educational structures that legitimize the language hierarchies that exclude minoritized bilingual students and the epistemological understandings that render them invisible. In its theoretical formulation, translanguaging disrupts the concept of named languages and the power hierarchies in which languages are positioned. But the issue for the future is whether school authorities will allow translanguaging to achieve its potential, or whether it will silence it as simply another kind of scaffold. To the degree that educators act on translanguaging with political intent, it will continue to crack some openings and to open opportunities for bilingual students. Otherwise, the present conceptual differences between plurilingualism and translanguaging will be erased.

Source: GARCÍA, Ofelia; OTHEGUY, Ricardo. Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, v. 23, n. 1, p. 17-35, 2020.

Garcia e Otheguy (2020)

Match the second column according to the first:

First column: topic

1.Translanguaging

2.Língua Franca

3.CLIL

Second column: summarized definition

(__) is a common, global, language used as a means of communication.

(__)is an educational approach where subjects are taught in a language that is not the students' native language to improve language proficiency while learning the content.

(__)is a pedagogical approach that encourages using multiple languages and language varieties to enhance learning and communication, allowing students to draw from their full linguistic repertoire.

Select the option that presents the correct association between the columns:

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

924Q1024092 | Inglês, Interpretação de Texto Reading Comprehension, tarde, Instituto Rio Branco, CESPE CEBRASPE, 2024

Texto associado.
Text I


Despite the tricky and life-threatening relationship between Paleolithic humans and the megafauna that comprised so much of their environment, twentieth-century scholars tended to claim cave art as evidence of an unalloyed triumph for our species. It was a “great spiritual symbol,” of a time when “man had just emerged from a purely zoological existence, when instead of being dominated by animals, he began to dominate them.” But the child-like and highly stylized stick figures found in caves do not radiate triumph. By the standards of our own time, they are excessively self-effacing and, compared to the animals portrayed around them, pathetically weak.

While twentieth-century archeologists tended to solemnize prehistoric art as “magico-religious” or “shamanic,” today’s more secular viewers sometimes detect a vein of sheer silliness. India’s Mesolithic rock art portrays few human stick figures; those that are portrayed have been described by modern viewers as “comical,” “animalized” and “grotesque.” As Judith Thurman wrote about the artists, “despite their penchant for naturalism, rarely did they choose to depict human beings, and then did so with a crudeness that smacks of mockery.”

But who are they mocking, other than themselves and, by extension, their distant descendants, ourselves? Of course, our reactions to Paleolithic art may bear no connection to the intentions or feelings of the artists. Yet there are reasons to believe that Paleolithic people had a sense of humor not all that dissimilar from our own.


Barbara Ehrenreich. The Humanoid Stain. Later on. Internet: (adapted).

Judge whether the following items about text I are right (C) or wrong (E).

By stating that the human figures in cave art are “self-effacing” (last sentence of the first paragraph), the author means that humans were virtually absent characters in cave paintings.

  1. ✂️
  2. ✂️

925Q1022046 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Itapissuma PE, IGEDUC, 2024

Texto associado.
O texto seguinte servirá de base para responder à quesão.


ASTEROID WARNING Elon Musk's web of satellites make it harder to detect dangerous near-Earth asteroids, scientists warn

Elon Musk's web of satellites makes it harder to detect dangerous near-Earth asteroids, scientists have warned.

The number of satellites orbiting Earth has soared from just a few hundred in 1986 to 10,000 today.

Another tenfold increase is expected over the coming decade - much of it driven by Musk's Starlink network.

Starlink is a fleet of satellites which brings internet to people with little or no signal - including troops in Ukraine.

But more than 100 astronomers have now warned against launching more "megaconstellations" of satellites.

The boffins said clogging up the Earth's orbit with satellites could block their telescopes' view of outer space.

Professor Robert McMillan told Space: "Artificial satellites, even those invisible to the naked eye, can obstruct astronomical observations.

"These observations help detect asteroids and understand our place in the universe.

"The potentially long-term environmental harms of deploying tens of thousands of satellites are still unclear."

Light streaks from Starlink have dazzled a California telescope which scans the sky for exploding stars and dangerous near-Earth asteroids.

A study found that Musk's satellites could stop the Zwicky Transient Facility picking up asteroids coming from the sun.

Around one in five snaps from the huge telescope have been affected, Scientific American reports.

Expert Przemek Mróz said: "We don't expect Starlink satellites to affect non-twilight images.

"But if the satellite constellation of other companies goes into higher orbits, this could cause problems for non-twilight observations."

Co-author Tom Prince said: "There is a small chance that we would miss an asteroid or another event hidden behind a satellite streak."

https://www.thesun.co.uk/tech/31609240/elon-musk-satellites-asteroidsscientists/

Choose the correct option that describes the genre of the given passage:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

926Q1022814 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de Sobradinho BA, AEVSF FACAPE, 2024

Don´t count the chickens before they hatch.
Deve-se, de acordo com o ditado acima:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

927Q1024607 | Inglês, Interpretação de Texto Reading Comprehension, Promoção do QM 2022, SEDUC SP, VUNESP, 2025

Texto associado.
Read the text to answer question:


CLIL (Content and Language Integrated Learning) is an approach which is neither language learning nor subject learning, but an amalgam of both and is linked to the processes of convergence – the fusion of elements which may have been previously fragmented, such as subjects in the curriculum. This is where CLIL is groundbreaking.


To give a parallel example common in recent times, we can take studies on the environment. A seminal publication on the subject in the 1960s later led to a need to educate young people in schools so as to both inform and, perhaps more crucially, influence behavior. Topics relating to the environment could already be found in chemistry, economics, geography, physics, and even psychology. Yet, as climate change became increasingly worrying, education responded with the introduction of a new subject: “Environmental studies”.


In order to structure this new subject, teachers of different disciplines would have needed to climb out of their respective mindsets grounded in physics, chemistry, geography, psychology and so on, to explore ways of building an integrated curriculum, and to develop alternative methodologies by which to implement it. Climate change is a global and local phenomenon, so the increasing availability in some countries of information and communication technologies during the 1990s provided tools by which to make some of these methodologies operational.


If we return to languages and CLIL, we have a similar situation. The late 1990s meant that educational insight was firmly set on achieving a high degree of language awareness. Appropriate methodologies were to be used to attain the best possible results in a way which accommodated diverse learning styles.


(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning. Cambridge: Cambridge University, 2010.)
According to the first and second paragraphs, CLIL
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

928Q1024361 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de Natal RN, COMPERVE UFRN, 2025

Texto associado.
Considere o seguinte texto para responder à questão.


AI for language education


This 4-year project explores effective and ethical use of Artificial Intelligence (AI) technology in language education for both learners and teachers. It investigates how AI tools can help teachers plan lessons, design materials, and conduct formative assessment in order to enable learners to utilise AI responsibly for higher-quality, autonomous language learning.


Newly available AI systems and technologies are seen as full of promise by some and a major threat by others. This project proposes to sift through some of the mounting hype and scepticism by exploring practical ways in which emerging AI tools and resources can be effectively implemented by both language learners and teachers, thereby encouraging their responsible and ethical use.

In collaboration with language teachers and teacher educators we aim to deepen our understanding of how AI tools (e.g. ChatGPT) can support language teaching and learning both in formal and informal settings.

Quality aspects of potentially pedagogically useful applications for learners (e.g. editing and revising written production, comprehension checking, communication training, grammar practice, vocabulary development) will be highlighted. The project also aims to look at ways in which AI can be used to raise ethical awareness of and manage sensitive issues such as plagiarism and cheating.


Adaptado de: https ://www.ecml.at/Aboutus /AboutUs -Overv iew/tabid/172/language/en-GB/Default.aspx . Acesso em: 14 nov. 2024.
Em relação às questões éticas, o projeto pretende
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

929Q1023597 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de Vitória ES, FGV, 2024

Texto associado.

Read Text I and answer the fourteen questions that follow it

Text I The “literacy turn” in education: reexamining

what it means to be literate


In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.

Within the NLG’s pedagogy of multiliteracies, language and other modes of communication are viewed as dynamic resources for meaning making that undergo constant changes in the dynamics of language use as learners attempt to achieve their own purposes. Within this broader view of literacy and literacy teaching, learners are no longer “users as decoders of language” but rather “designers of meaning.” Meaning is not viewed as something that resides in texts; rather, deriving meaning is considered an active and dynamic process in which learners combine and creatively apply both linguistic and other semiotic resources (e.g., visual, gesture, sound, etc.) with an awareness of “the sets of conventions connected with semiotic activity [...] in a given social space” (NLG, 1996, p. 74).

Grounded within the view that learning develops in social, cultural, and material contexts as a result of collaborative interactions, NLG argued that instantiating literacy-based teaching in classrooms calls on the complex integration and interaction of four pedagogical components that are neither hierarchical nor linear and can at times overlap: situated practice, overt instruction, critical framing, and transformed practice. […]

Although the NLG’s pedagogy of multiliteracies was conceived as a “statement of general principle” (1996, p. 89) for schools, the group’s call for educators to recognize the diversity and social situatedness of literacy has had a lasting impact on foreign language (FL) teaching and learning. The reception of the group’s work along with that of other scholars from critical pedagogy appeared at a time when the field was becoming less solidly anchored in theories of L2 acquisition and more interested in the social practice of FL education itself. In the section that follows, we describe the current state of FL literacy studies as it has developed in recent years, before finally turning to some very recent emerging trends that we are likely to see develop going forward.

(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)

Based on Text I, mark the statements below as TRUE (T) or FALSE (F).
( ) The New London Group (NLG) coined the term ‘literacy’. ( ) One of the factors that triggered a change in the concept of being literate was digital communications media. ( ) The concept of multiliteracies disregards the diversity of discourses.
The statements are, respectively,
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

930Q1021807 | Inglês, Interpretação de Texto Reading Comprehension, Professor de Inglês, Prefeitura de Além Paraíba MG, Consulplan, 2024

After carrying out text reading, it is possible to infer the featured words highlight.

The announcement of pandemic-related lockdown measures in March 2020 in the UK led to a wide-ranging series of measures in education as a whole to deal with the sudden changes in the learning environment. These included top-down policy directives and centralised toolkits, but arguably in language education the most effective responses were often bottom-up community initiatives. Language education was well placed to deal with some of the challenges in responding to the rapid move to online teaching through historical work in areas such as computer-assisted language learning (CALL) (Levy) dating back to the 1960s and more recent variants such as mobile-assisted language learning (MALL). There has been undeniably community-driven work in the school sector in particular in recent years, with the use of the #MFLTwitterati hashtag in part driving debate around the use of technology in language education on Twitter long before COVID-19 struck, and the TiLT (Technology in Language Teaching) webinar series, which began soon afterwards in March 2020. During the COVID-19 crisis, in a drive to support language teachers in moving to online teaching, experts at the Open University developed a free toolkit that could be downloaded, used, adapted and modified by ML practitioners which indeed made a difference. Social media was often a useful platform to provide help with teaching online (Rosell-Aguilar). Other examples include interdisciplinary discussions, such as the AMLUK Symposium on Modern Languages, Area Studies and Linguistics in 2021, which provided examples of the relationship and possible interdisciplinary links between research and pedagogy in Modern Languages, Area Studies and Linguistics. This symposium assuredly opened up constructive discussions about which teaching methodologies and strategies could support the internationalisation and decolonisation of our discipline.

(Reflections on Post-Pandemic Pedagogical Trends in Language Education. In: Dec, 2023.)

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

931Q1023602 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de Vitória ES, FGV, 2024

Texto associado.

Read Text I and answer the fourteen questions that follow it

Text I The “literacy turn” in education: reexamining

what it means to be literate


In response to the phenomena of mass migration and the emergence of digital communications media that defined the last decade of the 20th century, the New London Group (NLG) called for a broader view of literacy and literacy teaching in its 1996 manifesto, A Pedagogy of Multiliteracies: Designing Social Futures. The group argued that literacy pedagogy in education must (1) reflect the increasing cultural and linguistic diversity of the contemporary globalized world, and (2) account for the new kinds of texts and textual engagement that have emerged in the wake of new information and multimedia technologies. In order to better capture the plurality of discourses, languages, and media, they proposed the term ‘multiliteracies’.

Within the NLG’s pedagogy of multiliteracies, language and other modes of communication are viewed as dynamic resources for meaning making that undergo constant changes in the dynamics of language use as learners attempt to achieve their own purposes. Within this broader view of literacy and literacy teaching, learners are no longer “users as decoders of language” but rather “designers of meaning.” Meaning is not viewed as something that resides in texts; rather, deriving meaning is considered an active and dynamic process in which learners combine and creatively apply both linguistic and other semiotic resources (e.g., visual, gesture, sound, etc.) with an awareness of “the sets of conventions connected with semiotic activity [...] in a given social space” (NLG, 1996, p. 74).

Grounded within the view that learning develops in social, cultural, and material contexts as a result of collaborative interactions, NLG argued that instantiating literacy-based teaching in classrooms calls on the complex integration and interaction of four pedagogical components that are neither hierarchical nor linear and can at times overlap: situated practice, overt instruction, critical framing, and transformed practice. […]

Although the NLG’s pedagogy of multiliteracies was conceived as a “statement of general principle” (1996, p. 89) for schools, the group’s call for educators to recognize the diversity and social situatedness of literacy has had a lasting impact on foreign language (FL) teaching and learning. The reception of the group’s work along with that of other scholars from critical pedagogy appeared at a time when the field was becoming less solidly anchored in theories of L2 acquisition and more interested in the social practice of FL education itself. In the section that follows, we describe the current state of FL literacy studies as it has developed in recent years, before finally turning to some very recent emerging trends that we are likely to see develop going forward.

(Adapted from: https://www.colorado.edu/center/altec/sites/default/files/ attachedfiles/moving_toward_multiliteracies_in_foreign_language_teaching.pdf)

According to the third paragraph, NLG’s pedagogy of multiliteracies finds its roots in
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

932Q1023611 | Inglês, Interpretação de Texto Reading Comprehension, Analista em Informática, MPE GO, CESPE CEBRASPE, 2024

Texto associado.
Global energy-related carbon dioxide (CO2) emissions rose less strongly in 2023 than the year before, even as total energy demand growth accelerated, with continued expansion of solar photovoltaic (PV), wind, nuclear power and electric cars helping the world avoid greater use of fossil fuels. Without clean energy technologies, the global increase in CO2 emissions in the past five years would have been three times greater, the International Energy Agency (IEA) said in one of its reports.
Emissions increased by 410-million tons, or 1.1%, in 2023, compared with a 490-million-tonne increase in 2022, taking emissions to a record level of 37.4-billion tons. Specifically, an exceptional shortfall in hydropower owing to extreme droughts in China, the US and several other economies resulted in more than 40% of the rise in emissions in 2023, as countries turned largely to fossil fuel alternatives to plug the gap.
“Had it not been for the unusually low hydropower output, global CO2 emissions from electricity generation would have declined in 2023 and made the overall rise in energy-related emissions significantly smaller,” the report pointed out. Additionally, advanced economies saw a record fall in their CO2 emissions in 2023 even as their gross domestic product (GDP) grew. Advanced economies’ emissions dropped to a 50-year low while coal demand fell back to levels not seen since the early 1900s. The decline in advanced economies’ emissions was driven by a combination of strong renewables deployment, coal-to-gas switching, energy efficiency improvements and softer industrial production.

Internet:<www.engineeringnews.co.za/> (adapted).

According to the text, judge the following statement.

The text mentions up to five different sources of energy, whether they are renewable or not.

  1. ✂️
  2. ✂️

933Q1047678 | Inglês, Interpretação de Texto Reading Comprehension, Cadete do Exército, ESCOLA NAVAL, Marinha, 2018

Texto associado.

Doctor works to save youth from violence before they reach his ER


As an emergency physician at Kings County Hospital Center [in Brooklyn], Dr. Rob Gore has faced many traumatic situations that he'd rather forget. But some moments stick with him. "Probably the worst thing that I've ever had to do is tell a 15-year-old's mother that her son was killed," Gore said. "If I can't keep somebody alive, I've failed." [...]

"Conflict's not avoidable. But violent conflict is," Gore said. "Seeing a lot of the traumas that take place at work, or in the neighborhood, you realize, 'I don't want this to happen anymore. What do we do about it?"

For Gore, one answer is the “Kings Against Violence Initiative" - known as KAVI - which he started in 2009. Today, the nonprofit has anti-violence programs in the hospital, schools and broader community, serving more than 250 young people.

Victims of violence are more likely to be reinjured, so the first place Gore wanted to work was in the hospital, with an intervention program in which "hospital responders" assist victims of violence and their family - a model pioneered at other hospitals. The idea is that reaching out right after someone has been injured reduces the likelihood of violent retaliation and provides a chance for the victim to address some of the circumstances that may have led to their injury.

Gore started this program at his hospital with a handful of volunteers from KAVI. Today, the effort is a partnership between KAVI and a few other nonprofits, with teams on call 24/7.

Yet Gore wanted to prevent people from being violently injured in the first place. So, in 2011, he and his group began working with a handful of at-risk students at a nearby high school. By the end of the year, more than 50 students were involved. Today, KAVI holds weekly workshops for male and female students in three schools, teaching mediation and conflict resolution. The group also provides free mental health counseling for students who need one-on-one support.

"Violence is everywhere they turn - home, school, neighborhood, police," Gore said. "You want to make sure they can learn how to process, deal with it and overcome it."

While Gore still regularly attends workshops, most are now led by peer facilitators - recent graduates and college students, some of whom are former KAVI members - who serve as mentors to the students. School administrators say the program has been a success: lowering violence, raising grades and sending many graduates on to college.

"This is really about the community in which we live" he said. "This is my home. And I'm going to do whatever is possible to make sure people can actually thrive."

(Adapted and abridged from http ://www.cnn.com)

What does the pronoun “it" refer to in the excerpt “‘Violence is everywhere they turn - home, school, neighborhood, police,’ Gore said. ‘You want to make sure they can learn how to process, deal with it [...]’” (7thparagraph)?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

934Q1023368 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, SEDUC MT, SELECON, 2023

Texto associado.
TEXT:


How do people overcome fossilization and achieve nativelike fluency in second language acquisition?

There are a lot of common misconceptions about fossilization and language development. It's impossible to correct all of them in a post here, but I'll address a few that have been mentioned below.

Fossilization is a stage at which a second language speaker seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a reasonable analogy. The comparison wherein "the L2 learner has his own linguistic system" that's still influenced by L1 and other things is known as the "interlanguage." The question researchers cannot conclusively answer is whether or not that "plateau" is reversible after a certain point, be it age, fluency level, etc., in order to start making progress again.

Different people are motivated by different things, which range from need (to pass a test, to get a job, to watch movies without subtitles, to make friends, etc.) to learning style (preferring to study from texts, liking/disliking impromptu, small-talk with people just to practice, preference for/against learning formal rules, and aptitude). It is easy to remember verb conjugations. There is no single formula.

Finding someone who can correct your errors tactfully and effectively most certainly does not need to be demotivating, depressing or draining whatsoever. I'm a very fluent non-native speaker of Spanish, and I actively request that my native speaker (NS) friends correct me when I make a mistake, or use a phrase that sounds funny in their dialect, etc. How else will I learn? It's fascinating to learn little details like that now after so many years. As long as they don't do it in a mocking or condescending way, or at a socially inappropriate time, why wouldn't I want their help? Of course, if you correct a beginner every time they try to utter a sentence, it could be discouraging - and obnoxious - but everything in moderation.

One of the biggest cognitive challenges is whether or not L2 speakers can learn to consciously notice differences between their L2 efforts and the way a NS talks. There are decades of research on this (my own included) and I'll gladly give references if anyone actually cares. Noticing falls into two broad categories. First, the ability to "notice the gap," i.e. hear a NS say a sentence and think, "Hmm, I understand what he meant but I've never heard that word before; it must mean ___" or "I know what he meant but it would not have occurred to me to say it that way; I'll try to remember that for later." The second is the ability to "notice the hole," i.e. when the L2 learner is trying to speak/ write and realizes that his "interlanguage" lacks a word, sound or structure needed to accurately convey his own thought. If he can seek the input necessary to fill the hole, he has a much stronger chance of acquiring it. The thought processes involved during that moment are holding the forms (or lack thereof) in working memory, and the longer it stays there for further processing, the greater the possibility that it is retained in long-term memory for later use. The NS interlocutor can help promote noticing through corrective feedback (also a subject of decades of research, for which I'm also happy to provide resources if anyone is genuinely interested.)

I have been using a variety of strategies for years as a language coach when working with my clients, whether helping IT executives from India and Egypt learn to write more grammatically accurate e-mail or helping priests from Nigeria improve prosodic aspects of their pronunciation (i.e. stress and intonation patterns.) Each person is different. I have found no evidence to support the argument that a person who has fossilized cannot begin to make progress again toward a more target-like L2 use at least in some areas, with the right motivation, input and effort. The question is only about how much progress, in what areas, in how much time, and through what methods.


Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition Acesso em 22/09/2023
De acordo com o texto, a fossilização pode ser definida como um:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

935Q1023881 | Inglês, Interpretação de Texto Reading Comprehension, Português Inglês, Prefeitura de Salgueiro PE, IGEDUC, 2024

Julgue o item a seguir.

Chamamos de inferência ou dedução a pressuposição da ideia geral de um texto através da identificação de algumas palavras. Esse método é normalmente utilizado para compreender itens lexicais desconhecidos ou segmentos do texto que não são claros.
  1. ✂️
  2. ✂️

936Q1022860 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Vista Alegre do Alto SP, VUNESP, 2024

Texto associado.

Leia o texto para responder à questão.



In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners’ culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And how can we develop in the learners an intercultural competence that would shortchange neither their own culture nor the target culture, but would make them into cultural mediators in a globalized world? This paper explores these issues from the perspective of the large body of research done in Australia, Europe and the U.S. in the last twenty years. It links the study of culture to the study of discourse (see, e.g., Kramsch 1993, 1998, 2004) and to the concept of translingual and transcultural competence proposed by the Modern Language Association (e.g., Kramsch, 2010).



(https://files.eric.ed.gov/fulltext/EJ1127430)

According to some authors, one of the reasons we can communicate successfully, especially in writing, is because we have some understanding of genre. The characteristics of the text above are consistent with

  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

937Q1023374 | Inglês, Interpretação de Texto Reading Comprehension, Auditor de Controle Externo, TC DF, CESPE CEBRASPE, 2023

Texto associado.
Text 1A1-II


Brazil’s first scientific expedition to the Arctic aims to explore the biodiversity of one of the planet’s coldest territories, learn more about its ecological importance and its role in global climate change, and contribute to its preservation. The Brazilian team of scientists from the University of Brasília and the Federal University of Minas Gerais has been in the Svalbard archipelago—a section of the Arctic Circle that belongs to Norway—since July 8.

According to the expert, research in the region is crucial in monitoring relevant developments in Brazil as well as worldwide. “What happens here in the Arctic affects Brazil, so we should have the right to speak and vote, which is not happening.”

Brazil is the only among the ten largest global economies without a voice on issues related to the region. Therefore, Brazil’s scientific presence in the Arctic—a region covering more than 16 million square kilometers—can prove significant for the inclusion of the nation as an observer member of the Arctic Council, the international cooperation body on environmental strategies for the territory. The country should also join the Svalbard Treaty, which not only recognizes Norway’s sovereignty over the archipelago, but also grants access to the area’s resources for signatory nations.


Internet: <agenciabrasil.ebc.com.br> (adapted).

According to text 1A1-II, judge the following item.

It is possible to infer from the text that only nations that are members of the Arctic Council are allowed to sign the Svalbard Treaty.

  1. ✂️
  2. ✂️

938Q1023887 | Inglês, Interpretação de Texto Reading Comprehension, Português Inglês, Prefeitura de Salgueiro PE, IGEDUC, 2024

Julgue o item a seguir.

Para garantir a compreensão imediata do leitor em um texto coerente, é essencial estabelecer uma conexão fluida e clara entre as ideias apresentadas. Isso é alcançado ao assegurar a coesão textual, promovendo a ligação harmoniosa entre as partes do texto, independentemente da sequência lógica entre os termos e as frases.
  1. ✂️
  2. ✂️

939Q1022872 | Inglês, Interpretação de Texto Reading Comprehension, Inglês, Prefeitura de Vista Alegre do Alto SP, VUNESP, 2024

Texto associado.

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)

No que diz respeito à coesão, a expressão em negrito no trecho de Harmer (1998) “’beat’ is likely to mean won rather than physically assaulted or mixed “ estabelece para a segunda parte da sentença a seguinte relação com a primeira parte:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

940Q1024929 | Inglês, Interpretação de Texto Reading Comprehension, Edital n 1, Prefeitura de Jaborá SC, AMAUC, 2025

Texto associado.
O texto seguinte servirá de base para responder à questão.

Does Gen Z Already Have a Retirement Problem?

By Elizabeth Gulino

Although they've only been in the professional sphere for less than a decade, Gen Z has already shaken up work as we know it. They're quiet quitting, overcoming imposter syndrome, taking adult gap years, and fully embracing being the personality hire. But they're also, apparently, not saving enough for retirement.

According to the Teachers Insurance and Annuity Association, a financial services company, only 20 percent of Gen Zers are currently saving for retirement. Surya Kolluri, head of the TIAA Institute, says there are a myriad of reasons as to why Gen Z may be behind on starting to save for this milestone: The cost of living is higher, financial pressures are abundant, student debt is climbing, and there's been more of a desire to achieve a healthy work-life balance and flexibility in careers instead of a six-figure salary. And of the 80 percent of respondents who haven't started saving, 35 percent of them admit they don't even know where to start.

A recent Bank of America study provided further confirmation: based on internal deposit account data, the banking institution found that Gen Z on average doesn't have enough saved to cover a month of expenses.

Kolluri says one of the biggest roadblocks in Gen Z's path to retirement is a lack of knowledge. Saving, investing, and the power of compounding aren't exactly taught in schools, and there are enough fin-fluencers and resources out there to make even the most dialed-in Gen Zers feel overwhelmed.

The most common — and easiest — path toward retirement is taking advantage of an employer's 401(k). Lauren, 24, does, but while her current company matches 4 percent of her contributions, she tells PS her former employer didn't match at all. "I didn't even realize that that was such a benefit I was missing," she says. "When I would tell people that they weren't matching it they were like, what? How are they getting away with that? And I had no idea." Now, of course, Lauren is taking full advantage of her employer's plan — but she would've been more ahead in her saving game if she knew what to look for before.

Of the 20 percent of the Gen Zers surveyed currently saving for retirement, 66 percent of them do so throughtheir employer, according to the TIAA. But thanks to dwindling job security and the rise of the gig economy, a chunk of the workforce has been left behind on retirement planning.

Angelina, 27, comes from a family of restaurateurs and is currently partial owner of a restaurant. Currently, she has zero retirement savings. Her dad, however, opened his first restaurant at 36 and was able to retire at 60. "He was able to start something and retire in less than 25 years, which I think gave me a false perception of reality," she says. "I think I'm going to be able to achieve the same thing, but I haven't saved a dime.

"I pay into social security, but that's not necessarily enough to survive on, if that even exists by the time that I'm able to collect it," Angelina adds.

Jane, 25, is at the opposite end of the spectrum: She's currently planning to retire in her 30s — at least, in a way. For most of her working life, she's held two full-time jobs and currently owns a townhouse in downtown Toronto that she rents out to tenants. She lives with her parents to save money and tells PS that 50 percent of her income goes to investments, including retirement.

Right now, she's using Financial Independence, Retire Early (FIRE) as a guide, which follows a formula of saving, investing, and frugal living to reach "financial independence" in a short time frame.

"It's a more flexible variation of retirement," Jane explains. "Retirement doesn't just take one form. There are a lot of different types of it. It's not never working — it's being work-optional, being flexible, being able to take really long breaks."

The first milestone under FIRE is called "barista fire," which Jane is currently working toward obtaining. "It gives you flexibility to be work-optional and gives you flexibility to have enough [saved] that you can be a barista, for example, or work part-time for the rest of your life so you're not dependent on a full 9-to-5 corporate job," she says. "My first FIRE milestone is hopefully saving $700,000. That would enable me to find alternative sources of income as opposed to a full 9-to-5."

Jane's not exactly the norm, however. Kolluri says that employers like Lauren's play a vital role in enabling their workers to get on a strong financial plan, meaning that freelancers or those who are self-employed, like Angelina, need to work that much harder to get themselves started. If you fall into that bucket, he says that looking into individual retirement accounts (IRAs) are a good place to start.

Haley Sacks, a financial influencer known as Mrs. Dow Jones, agrees that endless opportunities to buy and consume don't help very much when it comes to saving. "I think it's really hard when you're constantly bombarded with so much to buy and so much FOMO," she says. "It's very easy for people to spend everything that they make."

Jane, Lauren, and Angelina all cite similar reasons for their age group's lack of retirement funds: the rising cost of living, a shortage of knowledge, and endless opportunities to spend money under capitalism. "We livein a time where our FYPs and our Instagram feeds are perfectly tailored to things we want to purchase and overconsumption is so normalized," Angelina says. "I would say [Gen Z not saving] is more because of overconsumption and the need to shop that's ingrained in us versus not having things like a 401(k), or whatever the hell it's called."

Kolluri says education and instilling confidence among young people when it comes to their money is a must. Saving for retirement is vital — not only for living expenses to be covered with age, but medical expenses, too. "The average couple spends over $300,000 on healthcare in retirement in cash," Sacks says. "The funds that you're saving are not just to live in Boca and play golf all day they're also to take care of yourself as your health deteriorates."

Kolluri says that what's different about Gen Z is they value one thing above all else: freedom. "People in this demographic express interest in wanting to maintain the freedom to pursue their interests and being able to financially manage their lives," he says. "That is a new combination we have not seen in other generations."

Retirement is a long way off for Gen Zers. Angelina, though, is already looking forward to the future. "2025 is my year to get my shit together," she says.

https://www.popsugar.com/money/gen-z-retirement-49425345
The article presents a discussion about retirement savings among Gen Z, touching on various aspects of financial behavior and generational differences. Given its purpose, what genre best describes this article, considering its informative and reflective tone?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️
Utilizamos cookies e tecnologias semelhantes para aprimorar sua experiência de navegação. Política de Privacidade.