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Questões de Concursos Língua Inglesa

Resolva questões de Língua Inglesa comentadas com gabarito, online ou em PDF, revisando rapidamente e fixando o conteúdo de forma prática.

321Q1023607 | Inglês, Adjetivos Adjectives, 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)

The adjective in “literacy has had a lasting impact” (4th paragraph) means
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

322Q978822 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 1


NATIVE-SPEAKERISM

Framing the Issue


Native-speakerism is an ideology that upholdsthe idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it (Holliday, 2005, p. 6). As an ideology, it is a system of ideas that represents a distorted worldview that supports a particular vested interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the so-called “native speaker” brand. The realization that this is an ideologically constructed brand derives from Phillipson’s (1992) linguistic imperialism thesis that the concept of the “native speaker” as a superior model and teacher was explicitly constructed by American andBritish aid agencies in the 1960s to support their agenda of spreading English as a global product.

Further indication that the “native speaker” brand is an ideological construction is that the native-non-native speaker distinction is not self-evident on technical linguistic or even nationality grounds. It is instead a professionally popularized distinction that has been falsely associated with cultural orientation (Kubota & Lin, 2006). Teachers who are labeled “native speakers” have been falsely idealized as organized and autonomous in fitting with the common yet mistaken description of so-called “individualist cultures” of the West; while teachers who are labeled “non-native speakers” are demonized as deficient in these attributes in fitting with the common yet mistaken description of so-called “collectivist cultures” of the non-West (Holliday, 2005, p. 19, citing Kubota, Kumaravadivelu, Nayar, and Pennycook). The collectivist stereotype is itself considered to be a Western construction of non-Western cultural deficiency. An example of this is a British teacher’s reference to a superior “native speaker” “birthright” at the same time as criticizing, albeit without foundation, not only the linguistic and pedagogic performance, but also the cultural background and proficiency of his “non-native speaker” colleagues (Holliday & Aboshiha, 2009, p. 667).

The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief—not believing in their ability to teach English within a Western, and indeed superficially constructed “learning group ideal” that is characterized by “active” oral expression, initiation, self-direction, and students working in groups and pairs (Holliday, 2005, p. 44). The association of the “non-native speaker” label with deficiency is also deeply rooted within a wider and equally mistaken Western perception that people from non-Western cultural backgrounds are unable to be critical and self-determined.


Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
According to Text 1, choose the alternative that CORRECTLY summarizes its general idea:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

323Q978825 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 1


NATIVE-SPEAKERISM

Framing the Issue


Native-speakerism is an ideology that upholdsthe idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it (Holliday, 2005, p. 6). As an ideology, it is a system of ideas that represents a distorted worldview that supports a particular vested interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the so-called “native speaker” brand. The realization that this is an ideologically constructed brand derives from Phillipson’s (1992) linguistic imperialism thesis that the concept of the “native speaker” as a superior model and teacher was explicitly constructed by American andBritish aid agencies in the 1960s to support their agenda of spreading English as a global product.

Further indication that the “native speaker” brand is an ideological construction is that the native-non-native speaker distinction is not self-evident on technical linguistic or even nationality grounds. It is instead a professionally popularized distinction that has been falsely associated with cultural orientation (Kubota & Lin, 2006). Teachers who are labeled “native speakers” have been falsely idealized as organized and autonomous in fitting with the common yet mistaken description of so-called “individualist cultures” of the West; while teachers who are labeled “non-native speakers” are demonized as deficient in these attributes in fitting with the common yet mistaken description of so-called “collectivist cultures” of the non-West (Holliday, 2005, p. 19, citing Kubota, Kumaravadivelu, Nayar, and Pennycook). The collectivist stereotype is itself considered to be a Western construction of non-Western cultural deficiency. An example of this is a British teacher’s reference to a superior “native speaker” “birthright” at the same time as criticizing, albeit without foundation, not only the linguistic and pedagogic performance, but also the cultural background and proficiency of his “non-native speaker” colleagues (Holliday & Aboshiha, 2009, p. 667).

The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief—not believing in their ability to teach English within a Western, and indeed superficially constructed “learning group ideal” that is characterized by “active” oral expression, initiation, self-direction, and students working in groups and pairs (Holliday, 2005, p. 44). The association of the “non-native speaker” label with deficiency is also deeply rooted within a wider and equally mistaken Western perception that people from non-Western cultural backgrounds are unable to be critical and self-determined.


Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
In the sentence “Native-speakerism is an ideology that upholds the idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it” (paragraph 1), the underlined word (“spring”) can be correctly classified as:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

324Q978829 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 2

GRAMMAR


Most English language teachers are probably comfortable using the word ‘grammar’. There is an established grammatical tradition within ELT, and terms such as ‘tense’, ‘conditional form’, or ‘defining relative clause’ are likely to be familiar even to relatively inexperienced teachers. Grammar is often thought of as something reliable and predictable, but although the term is a keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps surprising amount of variation and inconsistency.

The word ‘grammar’ comes originally from Ancient Greek grammatike (‘pertaining to letters/written language’). Grammar was one of the ‘liberal arts’ taught in Ancient Greece, and in Rome from around the fifth century BC, although at this time it was a wider area of study than today, including textual and aesthetic criticism and literary history. Its study continued in Europe in medieval times and beyond, with grammar being taught at schools alongside logic and rhetoric in what was known as the ‘trivium’.

The tradition of studying the grammar of English in British schools did not emerge until the 16th century (Howatt with Widdowson 2004: 77) — until then, studying grammar at school meant studying Latin or Ancient Greek, not vernacular languages. Indeed, the first grammar of English, Bullokar’s Pamphlet for Grammar (1586), is said to have been written to demonstrate that the English language was in fact rule-based and could be analysed in the same way as Latin (Linn 2006: 74).

Grammar has lost its status as a distinct subject in the school curriculum but the word has continued (since 1530 according to the Oxford English Dictionary) to be used as a countable noun meaning ‘a book describing the grammar of a language’.


Content extracted and adapted from: https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext
According to Text 2, what does the Oxford English Dictionary say about the term "grammar”?
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

325Q978831 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 2

GRAMMAR


Most English language teachers are probably comfortable using the word ‘grammar’. There is an established grammatical tradition within ELT, and terms such as ‘tense’, ‘conditional form’, or ‘defining relative clause’ are likely to be familiar even to relatively inexperienced teachers. Grammar is often thought of as something reliable and predictable, but although the term is a keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps surprising amount of variation and inconsistency.

The word ‘grammar’ comes originally from Ancient Greek grammatike (‘pertaining to letters/written language’). Grammar was one of the ‘liberal arts’ taught in Ancient Greece, and in Rome from around the fifth century BC, although at this time it was a wider area of study than today, including textual and aesthetic criticism and literary history. Its study continued in Europe in medieval times and beyond, with grammar being taught at schools alongside logic and rhetoric in what was known as the ‘trivium’.

The tradition of studying the grammar of English in British schools did not emerge until the 16th century (Howatt with Widdowson 2004: 77) — until then, studying grammar at school meant studying Latin or Ancient Greek, not vernacular languages. Indeed, the first grammar of English, Bullokar’s Pamphlet for Grammar (1586), is said to have been written to demonstrate that the English language was in fact rule-based and could be analysed in the same way as Latin (Linn 2006: 74).

Grammar has lost its status as a distinct subject in the school curriculum but the word has continued (since 1530 according to the Oxford English Dictionary) to be used as a countable noun meaning ‘a book describing the grammar of a language’.


Content extracted and adapted from: https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext
In the excerpt “Indeed, the first grammar of English, Bullokar’s Pamphlet for Grammar (1586), is said to have been written to demonstrate that the English language was in fact rule-based and could be analysed in the same way as Latin” (from paragraph 3), the underlined word (“Indeed”) can be correctly classified as:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

326Q948184 | Matemática, Língua Inglesa, IF Sul RioGrandense, INEP, 2018

Em um jogo com 15 cartas, sendo uma delas a cartão do Dragão, antes do início da partida, os jogadores devem embaralhá-las e sortear apenas 5 para fazerem parte do jogo. A probabilidade da carta do Dragão fazer parte de uma partida deste jogo é
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

327Q948198 | Português, Interpretação de Textos, Língua Inglesa, FAMEMA, INEP, 2018

Assinale a alternativa que apresenta o significado do provérbio “you can´t teach an old dog n w tricks” (l. 04).
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

328Q1022959 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, UFF, COSEAC, 2024

Texto associado.

TEXT 1


What do AI chatbots really mean for students and cheating?

October 31, 2023 By

Carrie Spector


The launch of ChatGPT and other artificial intelligence (AI) chatbots has triggered an alarm for many educators, who worry about students using the technology to cheat by passing its writing off as their own. But two Stanford researchers say that concern is misdirected, based on their ongoing research into cheating among U.S. high school students before and after the release of ChatGPT.


Here, Lee and Pope discuss the state of cheating in U.S. schools, what research shows about why students cheat, and their recommendations for educators working to address the problem.


What do we know about how much students cheat?


Pope: We know that cheating rates have been high for a long time. At Challenge Success we’ve been running surveys and focus groups at schools for over 15 years, asking students about different aspects of their lives — the amount of sleep they get, homework pressure, extracurricular activities, family expectations, things like that — and also several questions about different forms of cheating.


For years, long before ChatGPT hit the scene, some 60 to 70 percent of students have reported engaging in at least one “cheating” behavior during the previous month. That percentage has stayed about the same or even decreased slightly in our 2023 surveys, when we added questions specific to new AI technologies, like ChatGPT, and how students are using it for school assignments.


So AI isn’t changing how often students cheat — just the tools that they’re using?


Lee: The most prudent thing to say right now is that the data suggest, perhaps to the surprise of many people, that AI is not increasing the frequency of cheating. This may change as students become increasingly familiar with the technology, and we’ll continue to study it and see if and how this changes. But I think it’s important to point out that, in Challenge Success’ most recent survey, students were also asked if and how they felt an AI chatbot like ChatGPT should be allowed for school-related tasks. Many said they thought it should be acceptable for “starter” purposes, like explaining a new concept or generating ideas for a paper. But the vast majority said that using a chatbot to write an entire paper should never be allowed. So this idea that students who’ve never cheated before are going to suddenly run amok and have AI write all of their papers appears unfounded. What would you suggest to school leaders who are concerned about students using AI chatbots?


Pope: Even before ChatGPT, we could never be sure whether kids were getting help from a parent or tutor or another source on their assignments, and this was not considered cheating. Kids in our focus groups are wondering why they can't use ChatGPT as another resource to help them write their papers — not to write the whole thing word for word, but to get the kind of help a parent or tutor would offer. We need to help students and educators find ways to discuss the ethics of using this technology and when it is and isn't useful for student learning.


Lee: There’s a lot of fear about students using this technology. Schools have considered putting significant amounts of money in AI-detection software, which studies show can be highly unreliable. Some districts have tried blocking AI chatbots from school wifi and devices, then repealed those bans because they were ineffective. AI is not going away. Along with addressing the deeper reasons why students cheat, we need to teach students how to understand and think critically about this technology. For starters, at Stanford we’ve begun developing free resources to help teachers bring these topics into the classroom as it relates to different subject areas. We know that 3 teachers don’t have time to introduce a whole new class, but we have been working with teachers to make sure these are activities and lessons that can fit with what they’re already covering in the time they have available.


I think of AI literacy as being akin to driver’s education: We’ve got a powerful tool that can be a great asset, but it can also be dangerous. We want students to learn how to use it responsibly.


Available from: < https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating>. Access: 08 Dec., 2023. Adapted.

Pope’s research, Challenge Success, has been investigating students’ lives and behavior for
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

329Q1024752 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de Itumbiara GO, IV UFG, 2025

Texto associado.
Texto 6

Fernanda Torres' Speech at Golden Globe Awards

"My God! I didn't prepare anything, because I was glad already and this is such an amazing year for female perfomances. So many actresses here that I admire so much. And, of course, I wanna thank you, Walter Salles, my partner, my friend. What a story, Walter! And, of course, I want to dedicate it to my mother.

You have no idea. She was here 25 years ago and this is like a proof that art can endure through life even in difficult moments, like this amazing Eunice Paiva, that I do, has passed. And the same thing that is happening now in the world, with so much fear and this is a film that helped us to think how to survive in tough times like these.

So, to my mother, to my family, to Andrucha (Waddington), to Selton (Mello), to my kids, to everybody. Thank you very much. Golden Globe. Michael Barker, Mara, so many people. Thank you very much. Thank you!"


Disponível em: <https://www.englishexperts.com.br/forum/fernandatorres-speech-at-golden-globe-awards-t79137.html>. Acesso em: 23 jan.
2025. [Adaptado].
Considering the linguistic elements in the text,
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

330Q1004555 | Inglês, Língua Inglesa, Prefeitura de Cubatão SP, IBAM, 2024

Considere o excerto abaixo: De acordo com W. M. Tagata (2018), o conceito de_______busca uma abordagem integrativa, onde o inglês é ensinado em diálogo com culturas locais e globais, promovendo diversidade e letramento crítico.

Complete a lacuna acima e assinale a alternativa correta.
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

331Q1022998 | Inglês, Vocabulário Vocabulary, Língua Inglesa, Prefeitura de Galvão SC, OBJETIVA, 2024

Check the item that correctly displays an antonym for the underlined word:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️

332Q1021981 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de Cupira PE, IGEDUC, 2024

Texto associado.

The New Colossus


by Emma Lazarus Not like the brazen giant of Greek fame, With conquering limbs astride from land to land; Here at our sea-washed, sunset gates shall stand A mighty woman with a torch, whose flame Is the imprisoned lightning, and her name Mother of Exiles. From her beacon-hand Glows world-wide welcome; her mild eyes command The air-bridged harbor that twin cities frame. "Keep, ancient lands, your storied pomp!" cries she With silent lips. "Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!" Considering the text above, judge the following excerpts:


The 38 Most Famous Poems Ever Written in the English Language (earlybirdbooks.com)

The "mighty woman with a torch" mentioned in the poem symbolizes liberty and welcomes immigrants seeking freedom.
  1. ✂️
  2. ✂️

333Q1023604 | Inglês, Vocabulário Vocabulary, 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)

The expression “in the wake of” in “in the wake of new information” (1st paragraph) can be replaced without change of meaning by
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

334Q1024375 | Inglês, Advérbios e Conjunções Adverbs And Conjunctions, Língua Inglesa, Prefeitura de Paraty RJ, Avança SP, 2024

Observe the following examples:

● Rabbits are fast runners → Rabbits run fast

● Tigers are patient hunters → Tigers hunt patiently

I - Ants are hard workers →______________________ .

II - Bats are quiet but quick flyers →_________________________ .

Select the alternative that correctly structures the sentences I and II using adverbs:

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

335Q1022598 | Inglês, Interpretação de Texto Reading Comprehension, Língua Inglesa, Prefeitura de Paraty RJ, Avança SP, 2024

Texto associado.

“There is a kind of sleep that steals upon us sometimes, which, while it holds the body prisoner, does not free the mind from a sense of things about it, and enable it to ramble at its pleasure. So far as an overpowering heaviness, a prostration of strength, and an utter inability to control our thoughts or power of motion, can be called sleep, this is it; and yet we have a consciousness of all that is going on about us; and if we dream at such a time, words which are really spoken, or sounds which really exist at the moment, accommodate themselves with surprising readiness to our visions, until reality and imagination become so strangely blended that it is afterwards almost a matter of impossibility to separate the two. Nor is this, the most striking phenomenon, incidental to such a state. It is an undoubted fact, that although our senses of touch and sight be for the time dead, yet our sleeping thoughts, and the visionary scenes that pass before us, will be influenced, and materially influenced, by the mere silent presence of some external object: which may not have been near us when we closed our eyes: and of whose vicinity we have had no waking consciousness. ”

— Charles Dickens, Oliver Twist

Identify the incorrect statement based on the text:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

336Q978826 | Inglês, Língua Inglesa, Prefeitura de São João do Rio do Peixe PB, EDUCA, 2025

Texto associado.
TEXT 1


NATIVE-SPEAKERISM

Framing the Issue


Native-speakerism is an ideology that upholdsthe idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it (Holliday, 2005, p. 6). As an ideology, it is a system of ideas that represents a distorted worldview that supports a particular vested interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the so-called “native speaker” brand. The realization that this is an ideologically constructed brand derives from Phillipson’s (1992) linguistic imperialism thesis that the concept of the “native speaker” as a superior model and teacher was explicitly constructed by American andBritish aid agencies in the 1960s to support their agenda of spreading English as a global product.

Further indication that the “native speaker” brand is an ideological construction is that the native-non-native speaker distinction is not self-evident on technical linguistic or even nationality grounds. It is instead a professionally popularized distinction that has been falsely associated with cultural orientation (Kubota & Lin, 2006). Teachers who are labeled “native speakers” have been falsely idealized as organized and autonomous in fitting with the common yet mistaken description of so-called “individualist cultures” of the West; while teachers who are labeled “non-native speakers” are demonized as deficient in these attributes in fitting with the common yet mistaken description of so-called “collectivist cultures” of the non-West (Holliday, 2005, p. 19, citing Kubota, Kumaravadivelu, Nayar, and Pennycook). The collectivist stereotype is itself considered to be a Western construction of non-Western cultural deficiency. An example of this is a British teacher’s reference to a superior “native speaker” “birthright” at the same time as criticizing, albeit without foundation, not only the linguistic and pedagogic performance, but also the cultural background and proficiency of his “non-native speaker” colleagues (Holliday & Aboshiha, 2009, p. 667).

The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief—not believing in their ability to teach English within a Western, and indeed superficially constructed “learning group ideal” that is characterized by “active” oral expression, initiation, self-direction, and students working in groups and pairs (Holliday, 2005, p. 44). The association of the “non-native speaker” label with deficiency is also deeply rooted within a wider and equally mistaken Western perception that people from non-Western cultural backgrounds are unable to be critical and self-determined.


Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
In the sentence “The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief” (3rd paragraph), the underlined word (“therefore”) can be CORRECTLY classified as:
  1. ✂️
  2. ✂️
  3. ✂️
  4. ✂️
  5. ✂️

337Q1022603 | Inglês, Pronomes Pronouns, Língua Inglesa, Prefeitura de Paraty RJ, Avança SP, 2024

Since January 2023, the Amazon Fund has received BRL 3.9 billion in new donations. The resumption of the fund was accompanied by and results from the return of effective policies to control deforestation in Brazil, with very significant results. The Fund, which had contributions from Germany and Norway, had been frozen by the previous government. Under President Lula's government, it also received resources from Denmark, the European Union, Switzerland, the United Kingdom and the USA.

Ministry of foreign affairs - September 12th, 2023


In the sentence, what does the subject "it" refer to?

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338Q1023372 | Inglês, Análise Sintática Syntax Parsing, 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
No quarto parágrafo do texto, o termo whatsoever classifica-se como:
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339Q1022912 | Inglês, Pronomes Pronouns, Língua Inglesa, Prefeitura de Júlio Borges PI, JVL Concursos, 2024

Texto associado.
Read Text I and answer question.

Amazon says more packages are arriving in a day or less

Amazon says it is getting even more packages to customers in one day or sooner – a metric the e-retailer is promoting to customers as it faces heightened competition in online shopping. The company announced that nearly 60% of orders placed through Prime in the top 60 U.S. metro areas in the first quarter arrived the same or next day. That is up from roughly 50% in the second quarter of 2023.

Speedy delivery is a hallmark of Amazon’s Prime subscription offering, which charges members $139 a year for benefits such as two-day shipping and video streaming. The company has said it wants to make same-day and next-day delivery the standard, and it plans to double the number of same-day delivery facilities in the U.S. within the next few years.

“As we get items to customers this fast, customers choose Amazon to fulfill their shopping needs more frequently,” CEO Andy Jassywrote in his letter to shareholdersearlier this month (April, 2024). “And we can see the results in various areas including how fast our everyday essentials business is growing (over 20% y/y in Q4 2023).” Andaccording to RBC Capital Markets data, consumers have been shown to spend and shop more often if they have one-day shipping.

Amazon’s physical footprint swelled between 2020 and 2022 as the pandemic-driven e-commerce boom pushed the company to rapidly add new warehouse and delivery centers to its logistics network. Last year, Amazon retooled that network into eight regions instead of a national model, which the company says has resulted in faster yet cheaper deliveries. Jassy, in his shareholder letter, noted that cost to serve or the cost to get a product to a shopper was down in 2023 by more than 45 cents per unit year over year.

Amazon has already stood up more than 55 same-day delivery sites in the U.S., primarily clustered around major metro areas. The facilities are roughly 100,000 square feet, compared to a typical Amazon warehouse, which can be the size of 26 football fields, and they store a smaller selection of goods that are the topselling items in each city.

Same-day sites also condense the fulfillment process, typically spread across multiple Amazon facilities under one roof. A package makes fewer stops on its route to a shopper’s doorstep, which cuts down on costs per shipment.

Amazon has bolstered investment in fast shipping as traditional retail rivalsWalmartand Target have stepped up their delivery game. Walmart says it can deliver items to shoppers in as little as 30 minutes, while Targetin Marchlaunched a new loyalty program that offers same-day delivery on orders more than $35 in as little as an hour.

Adapted from:https://www.nbcnews.com/business/businessnews/amazon-packages-arriving-quicker-following-heftyinvestment-rcna149840
Analyze the following sentences from Text I.
I. “Amazon has already stood up more than (…)”.
II. “(…) which charges members $139 a year for benefits (…)”.
III. “(…) and they store a smaller selection of goods (…)”.
IV. “(…) Walmart and Target have stepped up their delivery game”.
Choose the correct answer.
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  4. ✂️

340Q1022913 | Inglês, Substantivos e Compostos Nouns And Compounds, Língua Inglesa, Prefeitura de Júlio Borges PI, JVL Concursos, 2024

Texto associado.
Read Text I and answer question.

Amazon says more packages are arriving in a day or less

Amazon says it is getting even more packages to customers in one day or sooner – a metric the e-retailer is promoting to customers as it faces heightened competition in online shopping. The company announced that nearly 60% of orders placed through Prime in the top 60 U.S. metro areas in the first quarter arrived the same or next day. That is up from roughly 50% in the second quarter of 2023.

Speedy delivery is a hallmark of Amazon’s Prime subscription offering, which charges members $139 a year for benefits such as two-day shipping and video streaming. The company has said it wants to make same-day and next-day delivery the standard, and it plans to double the number of same-day delivery facilities in the U.S. within the next few years.

“As we get items to customers this fast, customers choose Amazon to fulfill their shopping needs more frequently,” CEO Andy Jassywrote in his letter to shareholdersearlier this month (April, 2024). “And we can see the results in various areas including how fast our everyday essentials business is growing (over 20% y/y in Q4 2023).” Andaccording to RBC Capital Markets data, consumers have been shown to spend and shop more often if they have one-day shipping.

Amazon’s physical footprint swelled between 2020 and 2022 as the pandemic-driven e-commerce boom pushed the company to rapidly add new warehouse and delivery centers to its logistics network. Last year, Amazon retooled that network into eight regions instead of a national model, which the company says has resulted in faster yet cheaper deliveries. Jassy, in his shareholder letter, noted that cost to serve or the cost to get a product to a shopper was down in 2023 by more than 45 cents per unit year over year.

Amazon has already stood up more than 55 same-day delivery sites in the U.S., primarily clustered around major metro areas. The facilities are roughly 100,000 square feet, compared to a typical Amazon warehouse, which can be the size of 26 football fields, and they store a smaller selection of goods that are the topselling items in each city.

Same-day sites also condense the fulfillment process, typically spread across multiple Amazon facilities under one roof. A package makes fewer stops on its route to a shopper’s doorstep, which cuts down on costs per shipment.

Amazon has bolstered investment in fast shipping as traditional retail rivalsWalmartand Target have stepped up their delivery game. Walmart says it can deliver items to shoppers in as little as 30 minutes, while Targetin Marchlaunched a new loyalty program that offers same-day delivery on orders more than $35 in as little as an hour.

Adapted from:https://www.nbcnews.com/business/businessnews/amazon-packages-arriving-quicker-following-heftyinvestment-rcna149840
The sentence, from Text I, in which the word in italics is a countable noun is:
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