Questões de Concursos Aspectos Linguísticos Linguistic Aspects

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1Q1022465 | Inglês, Aspectos Linguísticos Linguistic Aspects, Inglês, IF Sul Rio Grandense, IF Sul Rio Grandense, 2025

According to Alves (et al., 2020), considering teaching pronunciation in English as a Foreign Language class, mark T for True statements and F for False ones.

( ) Learners have more difficulty learning sounds that are phonetically closer, because they tend not to perceive them as different.
( ) The goal of learning pronunciation is to teach learners to speak like native speakers.
( ) It is important to highlight specific differences in the vowel systems of the native language and the target language in order to avoid intelligibility problems in communication.
( ) Students need resources to be able to understand speakers with different profiles, as well as to make their speech more intelligible.

The correct sequence of True and False statements, from top to bottom, is

✂️ a) T - F - F - F.
✂️ b) F - F - T - T.
✂️ c) T - F - T - T.
✂️ d) F - T - F - F.

4Q1022477 | Inglês, Aspectos Linguísticos Linguistic Aspects, Inglês, IF Sul Rio Grandense, IF Sul Rio Grandense, 2025

Effective listening skills can enhance language learning. Consequently, teaching L2 listening effectively has become a crucial responsibility for language educators. Anna Chang (In: RENANDYA & WIDODO, 2016) outlines a theory-driven listening lesson, consisting of three stages: pre-listening, while-listening and post-listening. Connect each stage with its purposes, using the following code:

I. Pre-listening II. While-listening III. Post-listening

( ) Verify understanding, clear up any confusion, and consider challenges faced during listening.
( ) Engage in straightforward tasks that require minimal writing or reading.
( ) Complete tasks of various difficulty levels, focusing on different elements of the information.
( ) Define the objectives for listening exercises.
( ) Stimulate relevant prior knowledge and provide language support.

The correct association, from top to bottom, is:

✂️ a) III – II – II – I – I
✂️ b) II – I – II – III – I
✂️ c) II – III – III – I – II
✂️ d) III – II – III – I – II

5Q1022481 | Inglês, Aspectos Linguísticos Linguistic Aspects, Inglês, IF Sul Rio Grandense, IF Sul Rio Grandense, 2025

According to Lourdes Ortega (2011), there are different approaches to explaining variability of L2 learning across individuals. The following excerpt is related to a critical approach:

“As Norton and Toohey (2001) explain, in this perspective constructs such as motivation, aptitude, and other individual differences are reconceptualized as stemming from the interplay between people’s understanding of themselves in the world and the constraints, material and symbolic, that their worlds afford them. These understandings are dialectically shaped by the hopes and aspirations of individuals and by the power structures of the societal milieus that they inhabit”

ORTEGA, 2011, p. 179. In: SIMPSON, J. (Ed.) The Routledge Handbook of Applied Linguistics. London: Routledge, 2011).

Which statement best exemplifies the critical perspective in language learning?

✂️ a) A student who prefers visual aids will excel when the teacher uses videos, diagrams, or written notes in the lesson.
✂️ b) In a classroom, a teacher might notice that students with higher aptitude scores tend to grasp grammar rules faster or acquire vocabulary more easily.
✂️ c) A student might correctly use the past tense in one conversation but struggle with it the next day. This variability is not seen as a failure but as a sign that the learner’s system is adjusting and adapting as they process more input.
✂️ d) An immigrant child learning the language of the host country might experience both motivation and demotivation based on their experiences of inclusion or exclusion.

6Q979985 | Inglês, Aspectos linguísticos Linguistic aspects, Inglês Substituto, Prefeitura de Itatiba SP, VUNESP, 2025

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Leia o texto a seguir para responder à questão.

Speakers of different languages have different sounds. Thus, as there is no equivalent in English for the ‘click’ in the South African language Xhosa, English speakers find it difficult to produce. British speakers mangle French vowels because they are not the same as the English ones. Japanese speakers, on the other hand, do not have different phonemes for /l/ and /r/ and so have difficulty differentiating between them.

Whereas in some languages there seems to be a close relationship between sounds and spelling, in English this is often not the case. The sound /ʌ/, for example, can be realized in a number of different spellings (e.g. won, young, funny, flood). The letters ou, on the other hand, can be pronounced in a number of different ways (e.g. enough, through, though, and even journey). A lot depends on the sounds that come before or after them, but the fact remains that we spell some sounds in a variety of different ways, and we have a variety of different sounds for the same spelling.

(Jeremy Harmer. The practice of English language teaching, 2007)

Os exemplos no primeiro parágrafo visam a

✂️ a) destacar o fato de que as línguas possuem pronúncias particulares que apenas falantes nativos podem reproduzir corretamente.
✂️ b) descrever diferenças de pronúncia em línguas de famílias tão distantes entre si como o africano Xhosa, o Inglês, o Francês e o Japonês.
✂️ c) apontar a dificuldade que falantes nativos podem ter para distinguir sons de outra língua não existentes em sua própria língua.
✂️ d) argumentar sobre a existência de sons presentes somente em uma certa língua e em nenhuma outra.
✂️ e) ilustrar a distância entre som e ortografia em diversas línguas, e as dificuldades decorrentes de tal discrepância.

7Q1022483 | Inglês, Aspectos Linguísticos Linguistic Aspects, Inglês, IF Sul Rio Grandense, IF Sul Rio Grandense, 2025

Read the following excerpt:

“ELF is now the most common use of English in the world (Jenkins 2007), so a study of its linguistic features and the ways it allows people to achieve successful intercultural communication offers insights about international communication and also guidelines for English language teaching. (...) Although ELF shares some grammatical and phonological features with New Englishes (Deterding and Kirkpatrick 2006), ELF speakers generally avoid the use of local lexis and idioms (Kirkpatrick 2007b). This is a key distinction between World Englishes and ELF, as one fundamental role of World Englishes lies in their ability to reflect local phenomena and cultural values, often through the use of borrowings from local languages. In contrast, this is avoided in ELF communication, where the fundamental role is to facilitate cross-cultural communication”

Kirkpatrick and Deterding, p. 382. In: SIMPSON, J. (Ed.) The Routledge Handbook of Applied Linguistics. London: Routledge, 2011.)

In relation to New Englishes and English as a Lingua Franca (ELF), it is correct to state that

✂️ a) New Englishes are localized varieties of English that develop in specific regions, while ELF is used as a common language between speakers from different language backgrounds.
✂️ b) English as a Lingua Franca (ELF) is spoken exclusively in former British colonies, just like New Englishes.
✂️ c) New Englishes and ELF aim to replicate Standard English as closely as possible to ensure uniformity across speakers.
✂️ d) New Englishes must follow the grammar and vocabulary of British or American English to be considered correct, whereas ELF allows more flexibility.

8Q1019924 | Inglês, Aspectos Linguísticos Linguistic Aspects, QM 2018, SEDUCSP, VUNESP, 2025

Texto associado.

The good news about formulating a strong lesson plan for a Content and Language Integrated Learning (CLIL) class is that it will contain many of the same features of a good lesson plan for any class. That is, it will include transitions from and to the previous class and the next one, it will warm students up to the day’s lesson in an engaging way, it will present new material and recycle familiar material, it will include some ways to assess progress during the class, and it will be flexible enough to account for classes that move slower or more quickly than you had anticipated.

What’s important about CLIL lesson plans, though, is that you include both subject area content and language points so that you derive the full benefits of a CLIL approach. If you try to wing it, you might wind up concentrating on one area to the detriment of the other.

The key elements of CLIL lesson plans are:

Content – Most teachers find it easiest to start by considering the content. What knowledge – that is, what subject area material – do you want to transmit? How are you going to present it – through an article, a video, a demonstration, a discussion, or an experiment?

It can be helpful when planning to finish sentences such as I want my students to be able to/At the end of the class, they should know… If you have a cooperating content area teacher at your institution, meet with that person in advance to go over your goals and see how they interact with theirs.

Language – Once you have the content pinned down, you can pick out the necessary language and communication skills that students will need to engage with the material. For example, these could include: specialized vocabulary, functional phrases and collocations, pronunciation or intonation practice, grammatical structures, features of text organization.

You’ll find these linguistic features in the texts that you present, but also in the language that students need to complete tasks. Imagine yourself as a student carrying out a task. What will you say? What will you write? Then, determine if you’ll need to teach any of this language to your class before presenting students with the task.

(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)

The text mentions pronunciation and intonation as language and communication skills to be developed in CLIL. Identifying word stress would be one of these skills. Choose the alternative in which the word bears the same stressed syllable, whether it is used as a verb or as a noun.

✂️ a) Project.
✂️ b) Contrast.
✂️ c) Present.
✂️ d) Update.
✂️ e) Promise.

9Q1023010 | Inglês, Aspectos Linguísticos Linguistic Aspects, Professor Língua Inglesa, Prefeitura de Barão RS, OBJETIVA, 2025

Texto associado.

Hypatia (born c. 355 CE—died March 415, Alexandria) was a mathematician, astronomer, and philosopher who lived in a very turbulent era in Alexandria’s history. She is the earliest female mathematician of whose life and work reasonably detailed knowledge exists. Hypatia was the daughter of Theon of Alexandria, himself a mathematician and astronomer and the last attested member of the Alexandrian Museum. Hypatia continued his program, which was essentially a determined effort to preserve the Greek mathematical and astronomical heritage in (1) extremely difficult times. She is credited with commentaries on geometry, number theory, as well as an (2) astronomical table. These works, the only ones she is listed as having written, have been lost, although there have been attempts to (3) reconstruct aspects of them. She was, in her time, the world’s leading mathematician and astronomer, the only woman for (4) whom such claim can be made.

She was also a popular teacher and lecturer on philosophical topics of a less-specialist nature, attracting many loyal students and large audiences. Her philosophy was Neoplatonist and was thus seen as “pagan” at a time of bitter religious conflict between Christians (both orthodox and “heretical”), Jews, and pagans. Her philosophy also led her to embrace a life of dedicated virginity. The climate of tolerance lapsed, and shortly afterward Hypatia became the victim of a particularly brutal murder at the hands of a gang of Christian zealots.

The affair made Hypatia a powerful feminist symbol and a figure of affirmation for intellectual endeavor in the face of ignorant prejudice. Her intellectual accomplishments alone were quite ______ to merit the preservation and respect of her name, but, sadly, the manner of her death added to it an even greater emphasis.

Source: Encyclopedia Britannica. Adapted.

Which one of the items below is solely composed of words that have 5 syllables?

✂️ a) Philosophy | popular | mathematician.
✂️ b) Christians | astronomical | virginity.
✂️ c) Particularly | intellectual | philosophical.
✂️ d) Accomplishments | preservation | tolerance.

11Q1022251 | Inglês, Aspectos Linguísticos Linguistic Aspects, Ensino Fundamental, InoversaSul, CESPE CEBRASPE, 2025

Texto associado.

O hábito de buscar referências na língua materna pode ser uma das principais armadilhas no aprendizado de um novo idioma. Embora a língua inglesa esteja presente em boa parte do mundo por meio da Internet, dos livros, dos filmes e das séries, para muitas pessoas a compreensão do idioma ainda é um bicho de sete cabeças. Por esse motivo, é comum ouvir queixas durante as aulas como “não consigo aprender inglês” ou “inglês não é para mim”.

A diferença da língua materna é o que mais causa dificuldade para os estudantes lusófonos, principalmente pelo fato de a principal origem do português ser o latim e a do inglês ser o anglo-saxão. Essa disparidade causa impactos no som, na escrita e na estrutura do idioma. Pela mistura do anglo-saxão com outros idiomas e culturas, o inglês difere-se do português não apenas na escrita, mas também na pronúncia. Se desprender do habitual idioma materno e precisar falar palavras de uma outra forma é uma dificuldade recorrente entre os estudantes.

Internet:<rubyacademy.com.br> (com adaptações).