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4Q196565 | Inglês, Aspectos linguísticos Linguistic aspects, Analista, EBC, CESPE CEBRASPE

Texto associado.

Considering translation and some of the notions it envolves, judge
the following items.

Context can be defined as extra-textual features which determine the translation of a linguistic expression or a whole text.

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5Q200186 | Inglês, Aspectos linguísticos Linguistic aspects, Analista, EBC, CESPE CEBRASPE

Texto associado.

Considering linguistics aspects of English, judge the following
items.

There is an ambiguity in the following excerpt: The British Government makes little effort to tap European Community Funds for training women because they discriminate against men, according to the Department of Employment.

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6Q198762 | Inglês, Aspectos linguísticos Linguistic aspects, Analista, EBC, CESPE CEBRASPE

Texto associado.

Considering translation and some of the notions it envolves, judge
the following items.

Acceptations which go beyond the primary meaning of a linguistic expression can be said to be connotative.

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7Q196760 | Inglês, Aspectos linguísticos Linguistic aspects, Analista, EBC, CESPE CEBRASPE

Texto associado.

Considering translation and some of the notions it envolves, judge
the following items.

Concerning translation, faithfulness and adequacy can be used interchangeably as they both refer to the same translation strategy.

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9Q197464 | Inglês, Aspectos linguísticos Linguistic aspects, Analista, EBC, CESPE CEBRASPE

Texto associado.

Considering translation and some of the notions it envolves, judge
the following items.

Equivalence is a much debated term in translation studies for want of a widely accepted definition.

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10Q199354 | Inglês, Aspectos linguísticos Linguistic aspects, Analista, EBC, CESPE CEBRASPE

Texto associado.

Considering translation and some of the notions it envolves, judge
the following items.

Formal correspondence is a concept which refers to the equivalence between the original text and the translated test in terms of register.

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11Q195834 | Inglês, Aspectos linguísticos Linguistic aspects, Analista, EBC, CESPE CEBRASPE

Texto associado.

Considering linguistics aspects of English, judge the following
items.

The sentence The catching and eating of other animals is by no means the sole diet of a wild carnivore is inaccurate and has defects which might easily be carried over into a translation.

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12Q1022477 | 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:
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13Q1023498 | Inglês, Aspectos Linguísticos Linguistic Aspects, Professor de Língua Inglesa, Prefeitura de Lagoa de Itaenga PE, Instituto Darwin, 2023

Definition and scope of phonology

In order to delve into the basics of English phonology, it is important to establish a clear understanding of what phonology is and its scope of study. Phonology is a subfield of linguistics that focuses on the systematic study of sounds within a particular language or languages. It examines the patterns, organization, and rules governing the sounds and their usage in speech.
The scope of phonology encompasses several key aspects. Firstly, it examines the inventory of sounds in a language, identifying the distinct phonemes and their distribution within words. It also investigates the rules and patterns governing the combination and sequencing of sounds, known as phonotactics. These rules determine which sounds can appear in specific positions within words or syllables (Dodd, et al, 2003).



What is the main objective of phonology?
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14Q908039 | Inglês, Aspectos linguísticos Linguistic aspects, Inglês, Prefeitura de Pouso Alegre MG, Consulplan, 2024

Analyse the sentences to indicate the ones with inconsistencies.


a. I can not agree to you in this situation.

b. Adriane had been marrried to Phil for so long when he died.

c. We’re just at the time to catch the train to Liverpool.

d. Sophia invests her money in the stock market.

e. Have you ever been to Singapore, Leonard?

f. Although he is a senior citizen, he can run very fast.

g. She is not only overweight but also lazy.

h. Megan apologized to Hugh for being so rude.

i. Our neighbor was charged with assault and battery.

j. Bela is so charming and beautiful as her sister but she is not a model.

l. Since he was deeply furious I said nothing.

m. Stop peering at my e-mails, that’s not your business!

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15Q908045 | Inglês, Aspectos linguísticos Linguistic aspects, Inglês, Prefeitura de Pouso Alegre MG, Consulplan, 2024

Read the dialogue.


A: So, I’ve decided that I’ll move to the big city to look for a dream job.

B: You know, that sounds like a good idea.

C: Well, actually you ought to make decisions about your future.

B: Right.

A: Anyway, I was wondering if either of you would help me find a furnished apartment to rent.

B: Look, I’m like...very busy during the week, I mean, I'm trying to catch up with my deadline.

C: I’m in the same boat.

A: What about the weekend? Say, Saturday afternoon? You both could take turns, and later we might grab some beers.

B: Fine with me!

C: Count me in!


The words reproducing pause, hesitation, redundancy, etc, present in the dialogue in abbreviated or full form are:

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16Q951175 | Inglês, Aspectos linguísticos Linguistic aspects, Primeiro Semestre, UECE, UECE CEV, 2018

Texto associado.

T E X T


Can you learn in your sleep?


Sleep is known to be crucial for learning and memory formation. What's more, scientists have even managed to pick out specific memories and consolidate them during sleep. However, the exact mechanisms behind this were unknown — until now.

Those among us who grew up with the popular cartoon "Dexter's Laboratory" might remember the famous episode wherein Dexter's trying to learn French overnight. He creates a device that helps him to learn in his sleep by playing French phrases to him. Of course, since the show is a comedy, Dexter's record gets stuck on the phrase "Omelette du fromage" and the next day he's incapable of saying anything else. This is, of course, a problem that puts him through a series of hilarious situations.

The idea that we can learn in our sleep has captivated the minds of artists and scientists alike; the possibility that one day we could all drastically improve our productivity by learning in our sleep is very appealing. But could such a scenario ever become a reality?

New research seems to suggest so, and scientists in general are moving closer to understanding precisely what goes on in the brain when we sleep and how the restful state affects learning and memory formation.

For instance, previous studies have shown that non-rapid eye movement (non-REM) sleep — or dreamless sleep — is crucial for consolidating memories. It has also been shown that sleep spindles, or sudden spikes in oscillatory brain activity that canbe seen on an electroencephalogram (EEG) during the second stage of non-REM sleep, are key for this memory consolidation. Scientists were also able to specifically target certain memories and reactivate, or strengthen, them by using auditory cues.

However, the mechanism behind such achievements remained mysterious until now. Researchers were also unaware if such mechanisms would help with memorizing new information.

Therefore, a team of researchers set out to investigate. Scott Cairney, from the University of York in the United Kingdom, co-led the research with Bernhard Staresina, who works at the University of Birmingham, also in the U.K. Their findings were published in the journal Current Biology.

Cairney explains the motivation for the research, saying, "We are quite certain that memories are reactivated in the brain during sleep, but we don't know the neural processes that underpin this phenomenon." "Sleep spindles," he continues, "have been linked to the benefits of sleep for memory in previous research, so we wanted to investigate whether these brain waves mediate reactivation. If they support memory reactivation, we further reasoned that it could be possible to decipher memory signals at the time that these spindles took place."

To test their hypotheses, Cairney and his colleagues asked 46 participants "to learn associations between words and pictures of objects or scenes before a nap." Afterward, some of the participants took a 90-minute nap, whereas others stayed awake. To those who napped, "Half of the words were [...] replayed during the nap to trigger the reactivation of the newly learned picture memories," explains Cairney.

"When the participants woke after a good period of sleep," he says, "we presented them again with the words and asked them to recall the object and scene pictures. We found that their memory was better for the pictures that were connected to the words that were presented in sleep, compared to those words that weren't," Cairney reports.

Using an EEG machine, the researchers were also able to see that playing the associated words to reactivate memories triggered sleep spindles in the participants' brains. More specifically, the EEG sleep spindle patterns "told" the researchers whether the participants were processing memories related to objects or memories related to scenes.

"Our data suggest that spindles facilitate processing of relevant memory features during sleep and that this process boosts memory consolidation," says Staresina. "While it has been shown previously," he continues, "that targeted memory reactivation can boost memory consolidation during sleep, we now show that sleep spindles might represent the key underlying mechanism."

Cairney adds, "When you are awake you learn new things, but when you are asleep you refine them, making it easier to retrieve them and apply them correctly when you need them the most. This is important for how we learn but also for how we might help retain healthy brain functions."

Staresina suggests that this newly gained knowledge could lead to effective strategies for boosting memory while sleeping.

So, though learning things from scratch à la "Dexter's Lab" may take a while to become a reality, we can safely say that our brains continue to learn while we sleep, and that researchers just got a lot closer to understanding why this happens.

From: https://www.medicalnewstoday.com/articles/Mar/2018

The new investigation was led by researchers working at
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18Q979985 | Inglês, Aspectos linguísticos Linguistic aspects, Inglês Substituto, Prefeitura de Itatiba SP, VUNESP, 2025

Texto associado.
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
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19Q1022465 | 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
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20Q1047554 | Inglês, Aspectos Linguísticos Linguistic Aspects, Cadete do Exército, ESCOLA NAVAL, Marinha

Analyze these sentences.

I - The boss discussed about the new sales report.

II - Does the coefficient of kinetic friction depend on speed?

ll- My son finally succeeded in finding a new job.

IV - Some people still blame the driver on the accident.

V - He apologized for his girlfriend to being late.

Choose the correct option.

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